Academic literature on the topic 'Degree Discipline: Gender and Development'
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Journal articles on the topic "Degree Discipline: Gender and Development"
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Ali, Dhouha Haj. "Inequality in Early Childhood." International Journal of Applied Behavioral Economics 10, no. 3 (July 2021): 41–58. http://dx.doi.org/10.4018/ijabe.2021070103.
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This paper has a dual purpose. First, it aims to construct and evaluate parental investment in early childhood based on five indicators: mental development, discipline, nutrition, health, and leisure. Second, it aspires to establish a link between the education of mother and family well-being and the level of parental investment in early childhood with regard to the five indicators. The author tests the impact of family well-being and mother's education on investment in early childhood to find out if discrimination of gender and residence inequalities matter. Results indicate that the family's degree of wealth/socio-economic class and mother's education have a significant positive effect on all indicators of parental investment in early childhood except on discipline. The author also sees that households in rural areas invest more in the discipline of their children than urban ones. Moreover, they discriminate between gender in favor of boys.
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Bugaj, Justyna M., Małgorzata Budzanowska-Drzewiecka, and Paulina Jędrzejczyk. "Generation Y Employee Career Engagement: Research Results for Poland and Germany." Zarządzanie Zasobami Ludzkimi 149, no. 6 (December 31, 2022): 26–43. http://dx.doi.org/10.5604/01.3001.0016.2044.
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Generation Y career development has been analyzed by both researchers and practitioners. It often necessitates determining the degree of employee engagement in different career behaviors. This can be measured using the Career Engagement Scale introduced by Hirschi in 2014. In the present study, the scale was used to determine the degree of career engagement among representatives of Generation Y from two culturally different markets (Poland and Germany) and to identify the potential differences in engagement relative to gender and country where the respondents build their careers. An online survey was conducted among a group of 772 Polish and German men and women for that purpose. The results demonstrated an average degree of career engagement among respondents, regardless of gender and country. However, there were differences with respect to various career–related behaviors, particularly in terms of (1) serious thinking about personal values, interests, abilities, and weaknesses, and (2) voluntarily participating in further education, training, or other activities in support of the career. Both males and females from Germany are more proactive in these areas as compared to respondents from Poland. The paper was prepared from the perspective of Management and Quality Sciences in the sub–discipline of Human Resource Management.
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Kraimeen, Hani, and Abd Al Raheem Al-Mhasnah. "Degree of Practice of Emotional and Spiritual Education by Faculty Members of Tafila Technical University and Its Role in Development of Self-Behavior from the Perspective of Students." International Journal of Higher Education 6, no. 5 (October 23, 2017): 181. http://dx.doi.org/10.5430/ijhe.v6n5p181.
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This study aims to identify practice of emotional and spiritual education by faculty members of Tafila Technical University and its relation in development of students' self-behavior in light of some variables like gender and specialization.To achieve the goal of the study, a questionnaire was prepared to collect information to be distributed to a random sample consisting of 227 students (males and females) in Tafila Technical University (TTU) in the academic year 2016/2017. The study concludes that the degree of practice of emotional and spiritual education and self-behavior by faculty members of TTU is medium and that there is a correlation between spiritual & emotional values and self-behavior. According to these results, the study provides some recommendations including: to include contents of spiritual and emotional education in training programs for the faculty members of TTU, to develop teaching methods in universities in a manner that agrees with the moral curve that motivates students to develop self-discipline skills.
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A. Blair, Carrie, Charles Allen Gorman, Katherine Helland, and Lisa Delise. "The smart leader: examining the relationship between intelligence and leader development behavior." Leadership & Organization Development Journal 35, no. 3 (April 29, 2014): 241–58. http://dx.doi.org/10.1108/lodj-06-2012-0078.
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Purpose – The purpose of this paper is to examine the relationship between intelligence and behavior during leader development. Design/methodology/approach – As part of a leader development program, a variety of measures are collected, including measures of intelligence and measures of performance (e.g. assessment center performance, a 360-degree appraisal). The participants are given performance feedback from a variety of sources then asked to form developmental goals. The goals are examined for goal quality and goal-feedback correspondence, and examined in relation to intelligence. Findings – Intelligence was positively related to goal-feedback correspondence. Intelligence was also related to goal quality after controlling for variance attributed to professional discipline. Research limitations/implications – Personality, gender, age, and other variables were not included in this study. Other factors, such as the cultures of the organizations from which the individuals hailed, were also not included. Moreover, the conclusions were based on the behaviors exhibited in one leader development program. Future research should address these limitations. Practical implications – Leader development is expensive and is becoming more popular. The results of this research could help organizations better determine who is likely to benefit from the investment in leader development. Originality/value – In addition, a unique method is presented in the study for measuring leader development behavior based on goal quality and goal-feedback correspondence. Generalizability theory is applied in order to determine the reliability of the measures.
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Ristic, Irena, and Bojana Skorc. "The structure of interests in different artistic disciplines of secondary school students." Zbornik Instituta za pedagoska istrazivanja 45, no. 1 (2013): 185–202. http://dx.doi.org/10.2298/zipi1301185r.
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The paper deals with the degree of development of interest in arts in young people, and the justifiability of the current tendency of revision and abbreviation of the art curricula in schools. The research is focused on the structure of interests in various artistic disciplines in secondary school students, and the aim is to determine whether the degree of students? interest depends on the school type, gender and previous experience. The research was conducted on the sample of 555 students from 111 schools, who filled out the questionnaire during one school period. The data were processed by multifactor analysis of variance. There was a higher degree of interest in video and performing arts, which are not present enough in students? surroundings. The girls showed a higher degree of interest in all disciplines, as well as grammar school students compared to their peers from vocational schools. It was shown that the higher the number of programmes attended, the higher the interest in all forms of art. Young people who were completely inactive showed interest in video arts, which serves as an important guideline in the process of moving and socialising them. The results confirm that youth?s interests and needs are discrepant with what is offered to them. It is necessary to introduce various artistic contents as parts of the curriculum, which would make school an integral part of their life, the part that directly influences the development of creativity and increases responsible participation in the society.
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Remington-Doucette, Sonya, and Sheryl Musgrove. "Variation in sustainability competency development according to age, gender, and disciplinary affiliation." International Journal of Sustainability in Higher Education 16, no. 4 (July 6, 2015): 537–75. http://dx.doi.org/10.1108/ijshe-01-2013-0005.
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Purpose – The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which five key sustainability competencies develop in students during an introductory transdisciplinary sustainability course. University sustainability programs intend to provide integrated education that fosters the key competencies students need to solve real-world sustainability problems. Translating sustainability competencies into effective pedagogical practice in integrated academic programs is not straightforward. This work builds on a previous study by both expanding the competencies evaluated and considering additional demographic characteristics. Design/methodology/approach – The paper summarizes previously identified key sustainability competencies and describes teaching methodologies used to foster these competencies in students. Development of competencies in students during a semester-long course is assessed using a pre-/post-test based on two case studies. The implications of the findings for teaching practice and overall program structure are discussed. Findings – Based on the assessment methods used here, four of the five sustainability competencies evaluated in this study developed differently in students according to gender, disciplinary affiliation and age. Females improved interpersonal competence more than males. Systems thinking competence improved for students associated with the three disciplinary affiliations considered in this study: sustainability major, sustainability minor and business major. Anticipatory competence improved for sustainability and business majors only, but not for students minoring in sustainability and majoring in other disciplines. Finally, normative competence improved for younger students only. Research limitations/implications – Insights for teaching practice and overall program structure are based on assessment of one introductory transdisciplinary sustainability course. Much additional work is needed to draw strong conclusions about general teaching practices and program structure for sustainability education. This study provides a flexible and field-tested rubric for further evaluative work in other sustainability courses or degree programs. Practical implications – Universities incorporate sustainability into their undergraduate curricula in many ways, ranging from certificates to entire degree programs focused on sustainability. The results of this study suggest that educators pay attention to gender diversity, classroom teaching practices, disciplinary perspectives and student attitudes and developmental stages as they figure out how to make sustainability part of undergraduate education. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education. Originality/value – This research contributes to undergraduate sustainability education by providing insight into how sustainability education might thoughtfully be integrated into academic programs. It also offers an assessment approach for use by other sustainability educators to evaluate effectiveness of teaching practice and overall program structure based on five key sustainability competencies commonly cited in the literature.
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Blagojevic-Hughson, Marina, and Mirjana Bobic. "Understanding the population change from semi-peripheral perspective: Advancement of theory." Zbornik Matice srpske za drustvene nauke, no. 148 (2014): 525–39. http://dx.doi.org/10.2298/zmsdn1448525b.
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A lot of empirical evidence on demographic changes in ?countries in transition?, those which belong to the semi-periphery of Europe, has been undertheorized, or theorized in the framework of the theories on the First and the Second Transition. However, both of those metanarratives have proven to be applicable only to a certain degree when it comes to the development off population at the semi-periphery. This paper argues that specificity and unprecedented population developments of the semi-periphery of Europe call for a different approach, one which will actually clearly acknowledge the structural difference between the core and the semi-periphery, and the developmental dependence as a core of the problem. The main arguments are related to the specificities of gender regimes at the semi-periphery [Blagojevic 2009; Blagojevic 2013; Bobic 2013], as well as to the process of ?de-development? which results in a profound social structural change. The starting epistemological points for this type of approach relate to the three strands of theoretical developments: 1. feminist standpoint theory (semi-periphery is both strategic standpoint for knowledge articulation, as well as a location where connection between the ontology and the epistemology of gender could be reaffirmed - [Wickramasinghe 2006; Blagojevic 2009]; 2. Connell?s critique of ?metropolitan theory? [Connell 2007], and her vision of ?polycentric social science? [Connell, 2013]; and finally, 3. the idea of multiple modernities and multiple trajectories of modernization [Eisenstadt, 2002]. Historically speaking, demography as a discipline has been empirically rich, but theoretically ?poor?. Striving towards more theory, towards grounded theory, can profoundly enrich our understanding of the population change, by connecting micro, mezzo and macro level into a more heuristically rewarding manner, and, at the same time, it would be moving towards effectiveness and meaningfulness of the population policies.
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Kalabikhina, Irina E., and Sofia M. Rebrey. "Economics of gender: A bibliometric analysis." Russian Journal of Economics 8, no. 3 (October 6, 2022): 295–314. http://dx.doi.org/10.32609/j.ruje.8.72689.
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This research aims to identify major fields and structures of economics of gender research based on bibliometric analysis between 1960 and 2020. The analysis of the journals in economics of gender captures major development stages of gender economics. The study of economics of gender is growing rapidly as seen in the increasing number of journals, articles and citations from the 1970s onwards. It grew faster than the pace of economic publications during the 1980–1990s. The economics of gender research disciplines largely replicates economics and can be viewed as part of economics of inequality. But its feminist philosophy and methodology distinguish the economics of gender as a separate branch of economic sciences which furnishes new findings. According to the Scimago and Web of Science databases, more than 90% of articles in economics of gender are published in English (fewer than in the field of economics in general). The structure of the analyzed countries reflects not only the sophistication of national research in economics of gender, but also the degree of their integration into international scientific discourse, including the presence of a language barrier. Gender economists are primarily focused on the problems of developing countries. Advanced economies account for less than a third of all publications.
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Ignatov, Georgi, and Iliana Petkova. "ACADEMIC MOTIVATION OF STUDENTS IN PHYSICAL EDUCATION AND SPORT AT SOFIA UNIVERSITY “ST. KLIMENT OHRIDSKI“." Trakia Journal of Sciences 17, Suppl.1 (2019): 709–16. http://dx.doi.org/10.15547/tjs.2019.s.01.116.
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Training is a two-way process of pedagogical interaction. The quality of the final result depends not only on the teacher, but also on the academic motivation of students participating as equal partners in the educational process. The PURPOSE of this article is to represent the results from a study aimed at establishing the degree of academic motivation of students. Total of 45 participants (of which 26 male and 19 female students) were questioned. All of them were in the second and third year of their bachelor study in the specialty Physical Education and Sport at Sofia University “St. Kliment Ohridski”. METHODS: As an instrument is used Angel Velichkov’s questionnaire for evaluation of the level of academic motivation in which are set the factors that favour or impede the formation of high academic motivation and also allows to trace its development. RESULTS: Results are aimed at proving the hypotheses. We assume that the students in Physical Education and Sport specialty should have: 1) an active attitude towards the learning process; 2) internal self-discipline and 3) a striving to complete and extend the knowledge obtained. The analysis will be comparative, based on the gender and year of study which will allow us to determine whether these two criteria also influence the degree of academic motivation. CONCLUSION: The establishment of differences in the levels on these three criteria and the overall level of the students’ academic motivation will enable teachers to optimize the teaching process and make it more personal-oriented.
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Bekareva, Svetlana Viktorovna, Anna Vladimirovna Getmanova, and Anastasiya Igorevna Ivanova. "Effectiveness of an interactive method in teaching investment literacy: Factors determining the return of beginning investors’ portfolios." Science for Education Today 12, no. 5 (October 31, 2022): 137–61. http://dx.doi.org/10.15293/2658-6762.2205.08.
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Introduction. The article examines how certain factors influence the efficiency of forming virtual portfolio of financial assets. The purpose of the article is to identify the factors that contribute to the investment return of beginning investors. Materials and Methods. The methodological basis of the study includes Russian and international research articles devoted to enhancing financial and investment literacy on the national level, the role of financial education in successful investments, and the factors of return estimations for various groups of investors, including young people and beginners. The research was carried out at Novosibirsk State University (the Faculty of Economics). Portfolios produced by 396 students majoring in Economics, Management, and IT Business, who completed the ‘Financial Markets and Financial Institutions’ module were analyzed. The portfolios were completed in 2020, 2021, and 2022. The dependent variable in the econometric model was an investment portfolio return. The main factors considered for this research included students' academic performance, academic year, degree programme, age, gender, and financial asset structure of each portfolio. Results. The review of the scholarly literature allowed to identify the following potential return factors: investment literacy, educational background, personal behaviour characteristics, gender, financial market shocks, and economic crises. It was found that portfolio return is determined by the following factors: economic instability influencing financial markets, students’ academic performance in finance disciplines which is closely connected to their investment literacy and personality features revealed in the portfolio structure. However, age, degree programme and gender did not show any significant influence on the project outcome. Conclusions. Identifying the factors of students’ investment portfolio return enabled the authors to determine further development of the financial course with the interactive method in teaching investing literacy. Taking into consideration economic instability factor significance, it is necessary to discuss financial assets characteristics and dynamics during economic crises. In general, investment literacy increase influences the result positively.
Dissertations / Theses on the topic "Degree Discipline: Gender and Development"
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Lundequist, Aiko. "Longitudinal studies of executive and cognitive development after preterm birth." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78946.
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Stockholm Neonatal Project is a longitudinal population-based study of children born prematurely in 1988-93, with a very low birth weight (<1500 g), who have been followed prospectively from birth through adolescence. A matched control group was recruited at age 5 ½ years. The overall aim was to investigate long-term developmental outcome, paying particular attention to executive functions (EF) in relation to degree of prematurity, birth weight and medical risks. Study I showed a disadvantage in visuo-motor development at 5 ½ years, especially among the preterm boys. Visuo-motor skills were highly related to IQ, and also to EF. In Study II, neuropsychological profiles typical of preterm children and term born children, respectively, were identified through cluster analysis. The general level of performance corresponded well with IQ, motor functions and parental education in both groups, but preterm children had overall lower results and exhibited greater variability across domains. Study III showed that extremely preterm birth (w. 23-27) per se poses a risk for cognitive outcome at age 18, particularly for EF, and that perinatal medical complications add to the risk. By contrast, adolescents born very preterm (w. 28-31) performed just as well as term-born controls in all cognitive domains. However, adolescents born moderately preterm (w. 32-36) and small for gestational age showed general cognitive deficits. Study IV found that cognitive development was stable over time, with parental education and EF at 5 ½ years as significant predictors for cognitive outcome at age 18. Among preterm children, perinatal medical risks and being small for gestational age had a continued negative impact on cognitive development from 5 ½ to 18 years. Study V demonstrated that neuropsychological scoring of Bender drawings, developed in study I, predicted cognitive outcome in adolescence, indicating that the method may be useful in developmental screening around school entry.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Manuscript. Paper 4: Manuscript. Paper 5: Submitted.
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Taylor, Aline Marie. "Negotiating 'modernity' on the run : migration, age transition and 'development' in a training camp for female athletes in Arusha, Tanzania : a thesis submitted in fulfilment of the requirements for the degree of Master of Arts in Anthropology, University of Canterbury /." Thesis, University of Canterbury. Social and Political Sciences, 2008. http://hdl.handle.net/10092/2197.
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Sports have recently been incorporated into international development agendas in a bid to 'empower' women and foster gender equality. Considered a masculine domain, sports are argued to empower women by challenging the status quo and their 'traditional' positions in societies.
This thesis examines the use of sport in an athletic training camp for female distance runners located in Arusha, Northern Tanzania. Like other similar camps throughout East Africa, this training camp provides financial support for athletes, recruited from isolated rural areas, to live and train full time in the city. The camp was founded and is run by a Tanzanian couple, known as Gwandu and Mama Gwandu, but it has recently begun receiving financial support from an American development organisation.
The director of this organisation, Karl, aims to empower the young women training in the camp by enabling them to use their sporting talent to further their education. This directly contradicts Gwandu and Mama Gwandu's goals, however, and they strive to enable the girls to improve their lives by earning money from running. The girls themselves perceive running as a unique opportunity to migrate to Arusha and distance themselves from their natal villages. The idea of earning money from running is secondary, for the girls, to the aspiration of settling permanently in the city. Although running provides a common link between the goals of the development organisation, those of Gwandu and Mama Gwandu, and those of the female athletes themselves, the overlap between these goals is only partial. Pragmatic constraints in each case mean the goals remain always unattainable and partially unachieved, and are continually readjusted to fit changing constraints and perceptions of what is possible.
In discussing the different aspirations held by those involved in the training camp, this thesis highlights the multiple ways in which notions of 'modernity' can be understood and enacted. Modernity is a central theme in contemporary African anthropological literature, as is the notion of 'multiple modernities', often used to refer to the culturally diverse interpretations of the meaning of modernity and subsequent efforts to 'become modern'. Using key authors including Ferguson (1999), Snyder (2002; 2005) and Schneider (1970), this thesis argues that, drawing on different influences to enact different cultural styles, the girls, Gwandu and Mama Gwandu imagine and perform 'modernity' in different ways.
Gwandu and Mama Gwandu are shown to draw on notions of maendeleo to construct a localist cultural style, which they attempt to enforce on the athletes in the camp. By contrast, the girls are argued to draw inspiration from what they perceive as the 'city' lifestyle maintained by Malkia – one of Tanzania's most successful female athletes – to construct a cosmopolitan cultural style they gradually gain performative competence in throughout their time in the camp. While both visions emphasise the importance of urbanisation, Gwandu and Mama Gwandu's localism condemns particular practices they conceive of as characteristic of "city life", including the value placed on commodities and modes of consumption that is central to the girls' cosmopolitanism. The clash between Gwandu and Mama Gwandu's goals and those of the girls is most pronounced at the beginning of their time in the camp. The girls’ compliance with camp rules increases with their time spent in the camp, as their vision increasingly overlaps with that of Gwandu and Mama Gwandu. I argue that the clash between their goals is once again pronounced after the girls have left the camp, and attempt to perform the cosmopolitan cultural style in which they have increasingly gained competence during their time in the camp.
This discussion raises questions about the ways in which women can be 'empowered' through sports such as running. I argue that it is not running itself that empowers women like Malkia but, rather, the opportunity running affords them to acquire the material resources required, to perform the cosmopolitan style towards which they aspire.
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Dogimab, Mirriam Adang. "An examination of culture as a protective mechanism against gender based violence: a case study in Mt Bosavi, Papua New Guinea : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy (Development Studies), Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1064.
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Development literature has not accorded sufficient attention to culture as a positive aspect of development until recently. Hence, in terms of using culture as a protective mechanism against gender-based violence, not much has been investigated or reported, since most studies on gender-based violence have focused more on cultural influences as the cause or effect of violence against women. However, in the case of Papua New Guinea (PNG) culture has always been the focus in regards to genderbased violence, portrayed as the cause of violence against women. Occasionally sources state there are traditional customs or beliefs that protect women from violence, but further explanation is not provided. Hence, this research investigated the question, “How can culture address gender-based violence in contemporary, rural Papua New Guinea?” This study offers an opportunity to view PNG culture as a solution to a problem, instead of as merely a problem to be solved. To investigate how culture can be used positively as a strategy to address genderbased violence, a case study was conducted among the Sulamesi people of Mt Bosavi in the Southern highlands province of PNG. This research was conducted in a rural area because in general Papua New Guineans perceive people living in the villages as the ones living a traditional lifestyle, where established cultural norms and behaviours prevail. Using a qualitative research approach, the research investigated whether there were any traditional protective mechanisms in PNG used to address gender-based violence. This thesis concludes that through the identification of culture-driven protective mechanisms, it can be demonstrated that culture can be used as a strategy to address gender based violence. However, caution must be applied, since not all the protective mechanisms identified are desirable or constructive.
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Kim, Hyung Hoon. "The influence of entrepreneurial activities on teaching at Universities in the United States." Thesis, Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24821.
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This study is to investigate the influence of entrepreneurial activities on teaching at universities. Specifically, the study focuses on entrepreneurial activities' effect on professors' time allocation. The dataset analyzed was constructed from the survey conducted by University of Illinois at Chicago in 1998. The sample was drawn from American academic professional associations' members of the four fields: experimental biology, physics, mathematics, and sociology.
Based on the data of 133 professors, the study shows that professors with paid consulting work tend to spend less time in teaching when research activities are controlled. Insignificant are the other variables about entrepreneurial activities: patent application, industry funding, and research collaboration with industry. Also, more research time is likely to result in less teaching time. Insignificant are the other research-related variables: research funding at large and collaborative research in general.
In terms of personal and institutional conditions, assistant professors tend to invest more time in teaching than senior professors, but they are likely to reduce more time on teaching than their senior counterparts for increasing research time. Finally, biology and sociology professors tend to allocate less time to teaching than physics and mathematics professors. In a word, entrepreneurial activities and research tend to conflict with teaching at the level of individual professors' time allocation.
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Kibblewhite, Andrew. "A framework for social capital : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerton [i.e. Palmerston] North, New Zealand." 2009. http://hdl.handle.net/10179/939.
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This dissertation is concerned with enhancing the utility of social capital by developing and testing a comprehensive and measurable framework as a tool for researchers, policy-makers, and development theorists and practitioners. A framework was developed for measuring the degree to which different forms of social capital reside in a community and for distinguishing community-to community variations. The Framework was also designed to identify the accumulation of social capital in relation to structural characteristics within a community, and to identify what advantages might be associated with variants of social capital. The pursuit of the understanding of social capital has been convened within narrow disciplinary fields and has reduced the notion in definition, purpose, and utility. Much of the literature and past research has focused on approximations to identify social capital that are field-specific and representative of, at best, markers of social capital, rather than social capital itself. For this reason, this dissertation is concerned with developing a robust framework that has the potential to embrace the nature and extent of social capital across these disciplinary fields, while providing insight into the forms, influences, and trajectories of social capital. The utility of the Social Capital Framework that was developed for this dissertation was examined by transforming the Framework into a survey tool for administering in two communities to identify applicability and sensitivity for identifying the degree to which variants of social capital reside. The results showed that the Framework was able to distinguish the degree to which different forms of social capital existed, and how the social capital accumulates in relations to structural variables, in particular, gender. The Framework’s utility was not universal across all forms of social capital and showed that further enhancements are required, particularly, if it is to enable social capital to be attributed to forms of advantage. The results also identified areas where future research would be of value, particularly, in examining the trajectory of people’s forms of social capital.
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Haro, Bernadette Vaita. "The impact of personal viability training on gender relations in mining communities : the case of Lihir, Papua New Guinea : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University, New Zealand." 2010. http://hdl.handle.net/10179/1528.
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Personal Viability (PV), an entrepreneurial skills and personal development training program, has become a national phenomenon in Papua New Guinea since its introduction in the country in 1995. With the support of various key leaders in Government, civic and social organisations, the Government of Papua New Guinea officially launched the program in 1996 mandating the Entrepreneurial Development Training Centre (EDTC) to carry out the training in all 20 provinces of the country. This thesis is concerned with the influence of PV training in the context of large-scale natural resource development, with the focus on Lihir, an open-cut gold mine community in the New Ireland province of Papua New Guinea. Since the gold mine operation started on the island, Lihir has experienced dramatic social, economic and political changes as a society. One element of this has been the effect on traditional gender roles and relations as a result of people‘s increased engagement in the global capitalist economy. As PV is promoted as a contemporary strategy for economic development thus motivating people to cultivate a spirit of entrepreneurship, this thesis explores its influence on the lives of women and men in Lihir, and in particular their attitude and behaviour toward the usage and management of wealth and resources; their participation in customary activities; and changes in their traditional gender roles and relations.
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Sheehan, William Mark. "Defending the high ground : the transformation of the discipline of history into a senior secondary school subject in the late 20th century : a New Zealand curriculum debate : a thesis presented in partial fulfilment of the requirements for the degree Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/728.
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This thesis examines the development of the New Zealand secondary school history curriculum in the late 20th century and is a case study of the transformation of an academic discipline into a senior secondary school subject. It is concerned with the nature of state control in the development of the history curriculum at this level as well as the extent to which dominant elites within the history teaching community influenced the process. This thesis provides a historical perspective on recent developments in the history curriculum (2005-2008) and argues New Zealand stands apart from international trends in regards to history education. Internationally, curriculum developers have typically prioritised a narrative of the nation-state but in New Zealand the history teaching community has, by and large, been reluctant to engage with a national past and chosen to prioritise English history. Also in the international arena the history curriculum is shaped by government agencies but in New Zealand in the late 20th century, a minority of historians and teachers had a disproportionate influence over the process. They eschewed attempts to liberalise the subject by the Department of Education (and thereby reflect contemporary developments in the parent discipline) and shaped the curriculum to reflect their own professional interests. This thesis puts forward a hypothesis that seeks to explain the nature of continuity and change in the senior history curriculum in the late 20th century with a view to illuminating the origins of recent debates in the history teaching community. It argues that it is the examination prescriptions that dictate what is taught at this level and that there are three key criteria that must be met if a senior curriculum initiative is to be successfully introduced, or an existing area of historical knowledge is to be retained. Firstly, it is necessary that the decision-making elite share a consensus that a particular body of historical knowledge is of higher status than any alternative. Secondly, a successful initiative must reflect the existing scholarly constraints and boundaries of the parent discipline. Finally, advocates of a particular area of knowledge must be able to establish alliances with major stakeholders in a subject community who are sympathetic to their cause. The role of dominant individuals in this process was paramount in the 1980s as Department of Education curriculum committees at this time operated on the ethos of ‘consultation’, with little explicit philosophical direction and no authentic evaluation. This model is examined by considering the examples of women’s history (that was successfully embedded in the 1989 curriculum), Maori history (that was not) and 16th and 17th century English history (that has dominated the history curriculum in New Zealand for over 30 years).
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Mahat, Ishara. "Integrating gender into planning, management and implementation of rural energy technologies : the perspectives of women in Nepal : a thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Development Studies, School of People Environment and Planning at Massey University, New Zealand." 2004. http://hdl.handle.net/10179/1744.
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Women in rural Nepal are heavily involved in management of energy resources particularly biomass, which constitute the main form of rural energy as is the case in most developing countries. Women's most time consuming activities in rural areas of Nepal are cooking, collecting firewood, and processing grain, all of which are directly associated with the rural energy system. Despite women's strategic interests in improved rural energy in Nepal, energy planners (normally male) rarely consider women's roles, needs, and priorities when planning any interventions on rural energy. This study targeted at rural women in the mid hill region of Nepal, has examined the socio-economic implications of alternative energy technologies (AETs) especially in terms of saving women's labor and time and increasing opportunities for them to participate in social and economic activities. The analysis indicates that there is a positive implication of AETs on women's workload especially with access to the micro hydro mills available in the villages. In general, women have been able to save their labor and time in collecting firewood, and milling activities, although this is not always apparent due to women using the saved time for other household chores. However, AETs were rarely used for promoting end use activities (such as, energy based small cottage industries) in order to enhance women's socio-economic status. In addition, AETs had rather limited coverage and were not able to fulfill the energy demands of all rural households. There were also limitations in the adoption of such technologies mainly due to financial, technical, and social problems. For instance, the solar photovoltaic system and biogas plants were still costly for the poorest households even with subsidies. Consequently, socio-economic gaps within small communities widened and became highly visible with access to such technologies. Women's participation was mainly in terms of their involvement in community organizations (COs) and representation in Village Energy Committees (VECs) rather than their active participation in planning and decision-making processes with regard to AETs. Nevertheless, women were actively involved in providing labor in construction work relating to AETs, and creating and mobilizing saving funds as a means to be involved in small income generating activities associated with AETs. This study ultimately suggests a framework for increasing women's participation in rural energy plans and programs at local and national level, and develops policy measures to enable integration of gender into energy planning and policies. This would help to address practical and strategic gender needs in terms of fulfilling basic energy needs managed by women, and providing them with opportunities to be involved in some social and economic activities, which lead towards the self-enhancement of women.
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Siahaan, Asima Yanty Sylvania. "Women and local governance in Indonesia : a case study of engendering local governance in North Sumatra : a thesis presented in fulfillment of the requirements for the degree of Doctor of Philosophy in Development Studies at Massey University, Palmerston North, New zealand." 2004. http://hdl.handle.net/10179/1645.
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The main purpose of this thesis is to explore the complexities involved in engendering local governance and to identify strategies to encourage gender equitable partnerships between stakeholders in local governance in Third World countries. Local governance refers to the dynamic yet complicated process of interaction between state and non-state actors involved in local level development processes. Considering the invisibility of women in local governance, this study focuses heavily on women's agency, that is, the way women redefine and reconstruct identities and interactions in engendering local governance despite the given constraints. The central argument in this thesis is that engendering local governance requires transformation of structures and processes of governing at the local level so that they recognise and are responsive to differences between men and women in their values and responsibilities. Relevant institutions should then integrate these differences in policies and in managing development at the local level. Fieldwork in North Sumatra, Indonesia highlighted how the interlocking of public and private patriarchy complicates the engendering of local governance. Both within and beyond the household there are constraints put on women that impede their participation in local governance. Analysis of case studies of perwiridan (Moslem women's religious grouping), SPI (Serikat Perempuan Independen/ Union of Independent Women) and women working in local government found that relationships at the household level significantly influence gender relations in local governance. Reproduction of images of 'good' and 'bad' women is one of the most effective instruments to subordinate and control women in North Sumatra, meaning that it is not easy for women to formulate and defend their personal interests. Women often experience severe threats of physical, psychological and verbal violence when they attempt to influence formal decision making at the local level. Based on a further case study of the implementation of decentralisation, this study also found that decentralisation does not automatically bring local government closer to women due to the interweaving of structural, cultural, and financial barriers local government faces in implementing gender mainstreaming policies in North Sumatra. The intertwining of gendered structures of local government and gendered construction of the community contribute to the marginality of women in service delivery and in public decision making at the local level. This study rejects the assumption that women are passive recipients in local governance since they contribute significantly in fulfilling household and community needs and interests. Through knowledge and understanding to construction of power at the local level, women creatively produce and use alternative strategies which are based on their sexuality and traditional gender roles in challenging and transforming gender inequity at the local level and in improving the quality of everyday life. By raising women's self esteem, confidence and solidarity in reconstructing gendered relations at the household and community levels, women's grassroots organisations open up alternative arenas for political expression for women which is crucial for the realisation of good local governance.
Books on the topic "Degree Discipline: Gender and Development"
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Pollock, W. J. Slow strain rate testing of high strength low-alloy steels: A technique for assessing the degree of hydrogen embrittlement produced by plating processes, paint strippers and other aircraft maintenance chemicals. Melbourne, Victoria: Dept. of Defence, Aeronautical Research Laboratories, 1985.
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Vdovina, Ol'ga, Semen Reznik, and Ol'ga Sazykina. HR management strategy. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1891037.
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The textbook discusses the key concepts of the discipline "HR Management Strategy". The first section reveals the theoretical aspects of strategic personnel management. The second section examines the specifics of the HR management strategy depending on the basic and competitive strategy of the organization, the stage of the organization's life cycle, personnel policy and other factors. The third section presents the main components of the HR management strategy: recruitment, selection and adaptation of personnel, motivation and stimulation of personnel, development of the organization's personnel.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students of higher educational institutions studying in the field of training 38.04.02 "Management" (master's degree level), as well as in the areas of training 38.03.02 "Management" and 38.03.03 "Personnel Management" (bachelor's degree level).
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Orehova, Elena, and Lyudmila Polunina. History and current state of youth policy abroad. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1023713.
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The textbook is an innovative presentation of the discipline program "History and current state of youth policy abroad". The authors consider the process of formation and development of youth policy of the leading world powers in a broad socio-cultural context, relying on numerous authentic sources and relevant documents of international organizations devoted to social policy and sociology.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for students of higher educational institutions studying under bachelor's degree programs in the field of training 39.03.03 "Organization of work with youth", and will also be of interest to specialists in the field of state youth policy and work with youth, teachers of humanities, researchers.
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Natali, Carlo, and Daniela Poli, eds. Città e territori da vivere oggi e domani. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-670-9.
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Town planning entails the complex task of studying the habitat in its variegated aspects, with the objective of introducing functional transformations in response to the demands of the community. Since it is an experimental discipline, however, methods of approach and elaboration can be very different. This book represents the synthesis of the degree theses produced in the Department of Town and Territorial Planning of the University of Florence between 2000 and 2004, selected with a view to achieving a significant overview of the various issues and disciplinary areas. The volume thus addresses topical questions such as the protection of the historic identity, the rethinking of the modern city, obsolete areas and urban gaps, relational processes and spaces, sustainable development and planning, and the settlements of developing countries.
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Pazuhina, Svetlana. Psychological and pedagogical theories and technologies of primary education (tasks and exercises for practical classes and independent work of students). ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002499.
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The educational and methodological manual on the discipline "Psychological and pedagogical theories and technologies of primary education" includes the development of practical classes; a set of tasks and exercises of different types for performing in the course of classroom and extracurricular work in subgroups, pairs, individually; a set of diagnostic and control and evaluation materials. Using the tasks developed by the authors in the course of organizing independent work will allow you to build an individual learning trajectory for each student, implement a differentiated approach in practice, introduce modern technologies for evaluating the educational achievements of future teachers and identifying the level of professional competencies. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the bachelor's degree programs "Pedagogical education", "Psychological and pedagogical education".
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Osipov, Vladimir. Control and audit of the activities of a commercial organization: external and internal. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1137320.
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The textbook reveals the role of control in ensuring the effective operation of a commercial organization, and sets its purpose and objectives. The main directions of external and internal control of the activities of a commercial organization are defined and the characteristics of the functions performed by them are given. The basic principles of external and internal audit are formulated, their purpose is defined, and the procedure for regulatory and legal regulation of audit activities in the Russian Federation is considered. The features of control over the activities of a commercial organization in management accounting are revealed, and the need for its further development in modern business conditions is justified. To consolidate the theoretical material, the practical and methodological support of the discipline is provided.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for students in the bachelor's degree program 38.03.01 " Economics "(profile "Accounting, Analysis and Audit") and teachers of economic specialties, students of the postgraduate education system, practitioners related to external and internal control and audit of the activities of commercial organizations.
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Akmalova, Al'fiya. Actual problems of municipal law in Russia. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/906258.
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The actual problems of municipal law in Russia are considered taking into account the peculiarities of master's degree training at the university, which provides for both the presence of a system of students with certain knowledge in the field of jurisprudence, including the main institutions of municipal law, and their significant focus on research work. Special attention is paid to the consideration of the main amendments and additions to the current legislation on local self-government, discussions that accompany the improvement of legislation and law enforcement practice. The electronic educational and methodological appendix to the textbook includes an approximate work program and educational and methodological materials for independent work on the study of the discipline, as well as lectures and presentations.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students of educational institutions of higher education studying in the field of training 40.04.01 "Jurisprudence", as well as for graduate students, students of the system of additional professional education and teachers, all those who are interested in the problems of the development of municipal law, the theory of local self-government and the practice of state and municipal management.
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Emison, Patricia. Moving Pictures and Renaissance Art History. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463724036.
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Film, like the printed imagery inaugurated during the Renaissance, spread ideas – not least the idea of the power of visual art – across not only geographical and political divides but also strata of class and gender. Moving Pictures and Renaissance Art History examines the early flourishing of film, from the 1920s to the mid-1960s, as partly reprising the introduction of mass media in the Renaissance, allowing for innovation that reflected an art free of the control of a patron though required to attract a broad public. Rivalry between word and image, between the demands of narrative and those of visual composition, spurred new ways of addressing the compelling nature of the visual. The twentieth century also saw the development of the discipline of art history; transfusions between cinematic practice and art historical postulates are part of the story told here.
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Majid Cooke, Fadzilah, Ejria Saleh, and Lee Hock Ann, eds. Fisheries and Aquaculture Development in Sabah. UMS Press, 2018. http://dx.doi.org/10.51200/fisheriesandaquacultureumspress2017-978-967-0521-85-5.
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Fisheries and Aquaculture Development in Sabah: implications for Society, Culture and Ecology builds on a trend in studies of social change of taking the environment seriously. Coming from the disciplines of sociology, economics and marine science the authors deal with issues of sustainability in economic, social and ecological terms. The overall political ecology approach of the book diversifies into sub themes as the chapters engage with frameworks on the ecological limits of economic development, entitlements and well-being, participatory development, gender and knowledge production, science and citizenship as well as the symbolic and material value of national and international borders. Ecological aquaculture introduces new livelihood opportunities as well as losses. And it has a degree of ecological costs depending on environmental conditions and power relations that affect local production. We argue in this book that social and environmental justice issues are connected so that effective solutions to environmental problems can only be devised if the social justice issues are paid attention to. This general thrust in placing centre stage social and environmental justice issues is not unique to Sabah since these are issues experienced by developing countries similarly positioned in their dependence on natural resources for economic development. Fisheries and Aquaculture Development in Sabah: implications for Society, Culture and Ecology should, therefore, be of interest to development practitioners (those involved in management and policy implementation) and researchers alike. For managers and policy implementers, the book confirms how, implementation at the local level are not smooth but are in fact, unruly practices. For researchers, the book provides an example of viewing social and environmental justice issues together.
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Gender differences regarding knowledge of child health and development among high school students. 1992.
Find full textBook chapters on the topic "Degree Discipline: Gender and Development"
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Chulitskaya, Tatsiana, Irmina Matonyte, Dangis Gudelis, and Serghei Sprincean. "From Scientific Communism to Political Science: The Development of the Profession in Selected Former Soviet European States." In Opportunities and Challenges for New and Peripheral Political Science Communities, 51–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79054-7_3.
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AbstractThe chapter explores the trajectories of the evolution of political science (PS) in four former Soviet Socialist Republics (Estonia and Lithuania, the Republics of Moldova and Belarus) after the USSR collapse. Departing from the premise that PS is appreciated as the science of democracy, the authors claim that its identity and autonomy are particularly important. Research shows that PS in these countries started from the same impoverished basis (“scientific communism”), but it soon took diverse trajectories and currently faces specific challenges. Democracy, pro-Western geopolitical settings and the shorter period of Sovietization contributed to the faster and more sustainable development of PS in two Baltic States. However, in Estonia, political developments have led to the retrenchment of PS and to downsize of universities’ departments and study programmes. In Lithuania, political scientists are very visible in the public sphere. In Moldova, its uncertain geopolitical orientation and a series of internal political conflicts have led to the weak identity of PS and questionable prospects for its further institutionalization. In authoritarian Belarus, PS as an academic discipline exists within a hostile political environment and under a hierarchical system of governance offering practically no degree of academic freedom.
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Bjørn, Pernille, Maria Menendez-Blanco, and Valeria Borsotti. "FemTech.dk Research Initiative." In Diversity in Computer Science, 9–12. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13314-5_2.
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AbstractFemTech.dk is situated in the Department of Computer Science at University of Copenhagen Denmark and has been an ongoing inquiry into the specific circumstances within computer science that produce gender imbalance and includes activities dedicated to making a change through design interventions. FemTech.dk was created in 2016 to engage with research within gender and diversity and to explore the role of gender equity as part of digital technology design and development. FemTech.dk considers how and why computer science as a field and profession in Denmark has such a distinct unbalanced gender representation in the twenty-first century. The focus was initially on the student base of the bachelor’s program in computer science, which from the 1980s until 2016 was remarkably smaller than for other science programs at the University of Copenhagen. In terms of numbers, only 15 women students entered the bachelor’s degree program in 2012 and 2013, and only 12 women students entered the program in 2014. In each of these 3 years, more than 160 students entered the program in total. Reviewing the 15-year period 2000–2014, the share of women students in the program was 7–9%, the lowest percentage of women in a study program across all of the University of Copenhagen. To compare, in 2016 the share of women students in the Math program was 30%, and in Physics was 25%.
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Low, Jan, Anna-Marie Ball, Paul Ilona, Beatrice Ekesa, Simon Heck, and Wolfgang Pfeiffer. "Scaling Readiness of Biofortified Root, Tuber, and Banana Crops for Africa." In Root, Tuber and Banana Food System Innovations, 513–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92022-7_17.
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AbstractThis chapter describes the degree of readiness and use of biofortified root, tuber, and banana (RT&B) crops: sweetpotato, cassava, banana (cooking and dessert types), and potato. Efforts to develop and utilize orange-fleshed sweetpotato (OFSP), yellow cassava (VAC), and vitamin A banana/plantain (VAB) have been focused heavily in sub-Saharan Africa (SSA), where 48% of the children under 5 years of age are vitamin A-deficient. Iron-biofortified potato is still under development, and a recent study found high levels of bioavailability (28.4%) in a yellow-fleshed cultivar (Fig. 17.1). To date, adapted VAB varieties have been piloted in East Africa, and OFSP and VAC have scaled to 8.5 million households. The scaling readiness framework is applied to innovation packages underlying those scaling efforts to shed light on how scaling is progressing and identify remaining bottlenecks. Women dominate RT&B production in SSA, and women and young children are most at risk of micronutrient deficiencies; hence women’s access to technologies was prioritized. Lessons learned from these scaling efforts are discussed, with the goal of accelerating the scaling readiness process for other biofortified RTB crops. Implementing gender-responsive innovation packages has been critical for reaching key nutrition and income goals. Diverse partnerships with public and private sector players and investing in advocacy for an adequate enabling environment were critical for achieving use at scale. Future scaling will depend on more nutritious sustainable food systems being at the forefront, supported by continued improvement in breeding methodologies to adapt to climate change and enhance multiple nutrient targets more quickly and to increase investment in the input and marketing infrastructure that vegetatively propagated crops require.
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Woodfield, Ruth. "Gender and Employability Patterns amongst UK ICT Graduates." In Globalization, Technology Diffusion and Gender Disparity, 184–99. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0020-1.ch016.
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This chapter explores the employment patterns of male and female Computer Science graduates in the UK. It is shown that women Computer Science graduates fare less well than men on a variety of measures of employment success, despite being more likely to leave university with a better degree. Their performance is compared to that of women from a comparable scientific and male-dominated discipline: engineering. The results show that women graduates from Computer Science degrees enjoy less success in securing graduate-level work than that experienced by other groups of women, including those graduating from engineering. Most notably, women computer science graduates are less likely to secure graduate-level work within the work sphere that their degree has prepared them for: ICT. The utility of explanations focusing on individual preferences, versus those focusing on extra-individual, demand-side factors, is discussed in the context of the findings.
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Burrington, Debra D., and Robin Throne. "Navigating the Doctoral Labyrinth." In Practice-Based and Practice-Led Research for Dissertation Development, 64–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6664-0.ch004.
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The journey through a practitioner doctorate program to earn the terminal degree has been likened to a labyrinth with its complex maze or a mountain climb with its inherent obstacles and challenges the doctoral scholar must surpass to be successful. Reflexive positionality is a concomitant process which can be used throughout the practitioner doctorate to facilitate the iterative and recursive journey of the scholar-practitioner. Reflexivity facilitates an introspective process to elevate professional practitioners to scholar-practitioners and incorporate a reflexive view to transcend doctoral hurdles, attain the terminal degree, and return to practice to solve societal problems and problems within the discipline. Practitioner doctorate leadership may also be well served to incorporate reflexivity in the pedagogical redesign of the practitioner doctorate to strengthen the development and preparation of these scholar-practitioners.
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"Developing a Teacher Training Program with Acquisition, Learning, and Technological Literacy Skills." In Reforming Teacher Education for Online Pedagogy Development, 221–48. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5055-8.ch010.
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This text has defined acquisition and learning and identified their role in educational processes. In chapter 10, these terms are applied specifically to online teacher training. Using the information garnered throughout chapters 1 – 9, this chapter provides suggestions regarding potential course offerings for a formalized training program in online pedagogy. In order to be most comprehensive, this chapter begins with the concept of a graduate-level degree program in online pedagogy. Any and all aspects of the potential courses can be modified based on institution, discipline, time or budget constraints, or a different level training program such as a certificate program, which will be discussed in chapter 11.
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"Curriculum Issues in Industry Oriented Software Engineering Education." In Software Industry-Oriented Education Practices and Curriculum Development, 153–65. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-797-5.ch010.
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Software engineering education has been emerging as an independent and mature discipline. Accordingly, various studies are being done to provide guidelines for the software engineering education curriculum design. This chapter summarizes the case for the need for software industry related courses and discusses the significance of industry oriented software engineering education to meet the educational objectives of all stakeholders. Software industry oriented curricula for the undergraduate and postgraduate levels are discussed. An industry oriented postgraduate level (Master’s degree level) software engineering course is also proposed which includes foundational and applied courses to provide effective training to future software engineers. This will lead to the enhancement of their employment prospects in industrial and allied sectors.
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Radulescu, Irina Gabriela, Mirela Clementina Panait, Madalina Albu, and Mihaela Ciopi Oprea. "Is the EU Moving Towards Sustainable Development?" In Socio-Economic Development, 612–22. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7311-1.ch032.
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In accordance with its agenda, the EU wants to include actively every European citizen in society taking into consideration some challenges like poverty, gender inequalities, social exclusion or long-term unemployment. The economic crisis has influenced the indicators of social exclusion such as monetary poverty and living conditions, education and the access to labour market. The index “risk of poverty or social exclusion” is influenced by certain characteristics of the population (education level of parents, country of birth, degree of urbanization, activity, household type, age, tenure status, citizenship, sex etc.) being able to identify the most disadvantaged subgroups of it. This paper analyzes the evolution of this index in the European Union, taken in consideration its determinants.
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Porter, Lynnette R. "Adding a Course to the Curriculum." In Developing an Online Curriculum, 31–76. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-136-0.ch002.
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An academic curriculum is a series of courses related by themes and skills development. The individual courses within the curriculum help learners progress from basic, introductory levels of knowledge and skills to higher-level objectives for critical thinking, mastery of skills, and demonstration of knowledge common to a discipline. Completing specified courses within a curriculum leads to a degree, and the degree program may involve courses in several different departments or disciplines.
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Lomazzi, Vera, and Isabella Crespi. "Gender mainstreaming and social policies in Europe." In Gender Mainstreaming and Gender Equality in Europe, 47–74. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447317692.003.0004.
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The third chapter describes the changes in the main conceptualisations of gender equality and GM in relations with social and gender policies and their development over time in Europe. Is it clear that there are different potential instruments available in the gender equality perspective and the relevance of the gender mainstreaming strategy for social policies is to propose and pursue the introduction of a gender equality perspective to all policies at all levels of governance. In particular, the chapter analyseshow policies are addressing the gender mainstreaming perspective and if and how different welfare states and welfare regimes could influence the way in which gender measures and policies are implemented. The work-family issue is a field of application and verification in evaluating the degree of gender equality options within a welfare state system in a comparative way. The issue of evaluation of gender and social policies is also considered in the analysis of the gender budgeting and gender auditing strategies applied to measure the implementation and the effectiveness of gender mainstreaming.
Conference papers on the topic "Degree Discipline: Gender and Development"
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Alvarez-Huerta, Paula, Iñaki Larrea, Alexander Muela, and José Ramón Vitoria. "Self-efficacy in first-year university students: a descriptive study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9226.
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The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.
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Hale, Beverley. "Reaching out to the sports science setting: the impact of academic practice on students’ statistical literacy." In Statistics Education and Outreach. International Association for Statistical Education, 2011. http://dx.doi.org/10.52041/srap.11501.
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It has been widely documented that many undergraduate students demonstrate antipathy towards statistics. This paper documents the findings from an investigation of statistics education in a sport and exercise science department at The University of Chichester in the UK. Sports science is a multidisciplinary subject that encompasses biomechanics, physiology, and psychology. The university had a suite of four programmes each with a different emphasis in terms of subject discipline. Academics’ use and interpretation of statistics are influenced by their subject specialism within sports science. The investigation evaluated the differences in examination performance between degree programmes, gender and previous mathematics achievement. Findings from the analysis of examination results found mathematics qualification to significantly affect achievement in statistics examinations. Qualitative analysis provided contextual detail that support the need for professional and pedagogic development.
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Pokatilova, T. I. "Development of research activities of bachelor degree students in the process of mastering the discipline “Conducting”." In Культура, наука и искусство - современные векторы развития вуза культуры. Орел: Орловский государственный институт культуры, 2021. http://dx.doi.org/10.53722/9785905436499_66.
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Osmani, Juliana. "THE ROLE OF AGE AND GENDER IN GROUP DECISION-MAKING PROPENSITY." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.147.
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Increasingly, organizations are oriented towards groups to make decisions. This is because some contextual factors have undergone significant changes. Companies are operating in a competitive, dynamic and complex environment, having to face with unstructured and non-programmed decisions. Organizations are also oriented towards participatory processes in order to benefit from the important advantages that these processes offer. The main goal of the current research is to understand if there is a correlation between group decision-making propensity, age and gender. The motivation for the current research starts from the consideration that the degree of preference for group decision-making processes determines the contribution and commitment of the members, with important consequences on the decisions’ effectiveness. The processing and analysis of the collected data indicate that adults prefer group decision-making processes more than young people and women prefer group decision-making processes less than men.
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Rodríguez-Lora, Juan-Andrés, Javier Navarro-de-Pablos, Ana Costa-Rosado, Daniel Navas-Carrillo, and Teresa Pérez-Cano. "GENDER INCIDENCE IN THE DEVELOPMENT OF TEACHING PRACTICE. THE CASE OF URBAN PLANNING 1 IN THE DEGREE IN FUNDAMENTALS OF ARCHITECTURE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1639.
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Pailman, Whitney, and Jiska De Groot. "Curriculum transformation to address the Sustainable Development Goals: A holistic approach for embedding gender in higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12977.
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To better prepare a new generation of practitioners and thought leaders to meet the complex challenges highlighted in the sustainable development goals (SDGs), innovation is needed in the design and delivery of degree programmes. Gender inclusion and diversity are increasingly recognised as key tenets of Education for Sustainable Development. Energy access education in Africa provides an excellent context in which to explore ways of delivering gender inclusive Masters programmes and the curriculum transformations needed to address the dual challenges of SDG7 (energy access) and SDG 5 (gender equality). This paper explores the evolving context of gender mainstreaming in energy access education at Institutions of Higher Learning (IHLs) in Africa, drawing on a desktop study and interviews with 8 African Universities in the Transforming Energy Access Learning Partnership (TEA-LP). The paper calls for the adoption of a more holistic approach to mainstreaming gender in energy access education at IHLs, encompassing curriculum content, teaching methods, learning environments and the broader institutional enabling environment.
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Paroushev, Zhivko. "THE DISCIPLINE "ETHNO-CULTURAL LANDSCAPE STUDIES" IN THE MASTER-DEGREE CURRICULUM OF THE SPECIALTY "INTERNATIONAL TOURIST BUSINESS" IN UNIVERSITY OF ECONOMICS - VARNA." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.90.
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There are presented the essence, basic terminology, methodology and scientific perimeter of the discipline "Ethno-cultural landscape studies". By use of a brief historic overview, there is traced the development of the cultural landscape as a scientific notion from its onset to present times. Regulatory postulates of UNESCO are taken into consideration, which explain the meaning of the terms "tradition", "intangible cultural heritage" and "cultural landscape". There are also summed up the practical and applied benefits from studying the discipline: a model for making an ethno-cultural landscape profile of the tourist site as a ground for creating unique tourist products based on traditional culture and turning folklore rituality into a generator of touristic plots.
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H.Burkett, William, Linda Knight, Gail Burkett, Thorne Donnelley, and Ian Newman. "Panel: One Size Does Not Fit All: Critical and Timely Issues in Computer Centered Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2449.
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The rapidly changing environment of the information age and the need to provide a well-rounded education, often times, are diametrically opposed. Local, regional, national, and international industry needs and pressures interact with school and discipline tradition. The basic requirements of a school’s degree often account for over half of the courses required for graduation. Administrations often do not know the difference between the parallel degrees of Computer Information and Information Technology or the complexities of Computer Science as opposed to Informing Science, thus complicating the process. The key question is “does one size fit all” when it comes to determining what a computer centered curriculum should be for a given school of higher education and to what extent do outside influences affect curriculum decisions.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.
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Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. How-ever, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This pa-per provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort pro-gram for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused sup-port are most effective in raising doctoral candidate productivity and efficacy.
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Matchision, Lauren. "Sustaining Educational Equity: Architecture Development Programs as Transformative Models to Increase Inclusivity." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.13.
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The desire to increase inclusivity in the field of architecture is concurrent with a perceptible growing trend in the United States in which many institutions of higher education have begun to take a closer look at student enrollment in the realization that various degree programs, including architecture, have historically lacked representation from people of color. Emerging architecture pipeline programs are poised to erode the demographic status quo by creating opportuniti es to engage historically underrepresented students while they are still in high school. Many of the explicit and implicit competencies these programs impart are valuable additions toward increasing the likelihood of more underrepresented students successfully applying to study architecture at the university level. These programs are only a small part of a growing number of efforts intended to address long-standing inequiti es in architecture education. This paper aims to assess such programs in light of Sharon Sutton’s imperative to achieve and sustain educational equity set forth in her recent book, When Ivory Towers Were Black: A Story About Race in America’s Cities and Universities. This paper first briefly identifies numerous diversity, equity, and inclusion initiatives currently taking hold in the discipline and profession of architecture. Next, it carefully examines Sutton’s account of the Columbia University School of Architecture’s attempt to transform the demographic status quo. Lastly, it considers the lessons learned from the experiment and applies them to emerging pipeline programs, referred to here as Architecture Development Programs, ultimately seeking to explore successful methods to attract, educate, and support historically under represented young people in the classroom and the profession.