Dissertations / Theses on the topic 'Developmental gender perspective'
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Guthridge, Chyou Laura. "Boys' and girls' responses to singular versus repeated transgressions of their friendship expectations: A developmental perspective." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104549.
Full textChildren’s relationships with friends during middle childhood play a vital role in shaping their interpersonal competencies as well as their general socioemotional adjustment across development (Bierman, 2004; Glick & Rose, 2011; Ladd, 2005). Children’s friendships provide a rich context in which young people begin to develop expectations for peers and first encounter experiences of disappointment in close, voluntary relationships with others (Wiseman, 1986). Previous research and theory are clear that key gender and developmental differences exist in how boys and girls conceptualize their relationships with same-gender friends (Hall, 2011; Maccoby, 1998; Rose & Rudolph, 2006; Thorne, 1993; Underwood, 2003) and how they respond when these friends commit violations of their core friendship expectations (MacEvoy & Asher, 2012). Little is known, however, about the contexts under which these gender and developmental differences occur. Therefore, the present study was designed to examine associations among children’s friendship expectations and their purported style of responding to transgressions of varying chronicity (e.g., in response to singular versus repeated violations of their friendship expectations). This study also explored associations among children’s style of responding to transgressions and their socioemotional wellbeing. A sample of 245 third-, fourth-, and fifth-grade children from two elementary schools in the greater Boston area was utilized in the analyses. Mean- level similarities as well as differences emerged in boys’ and girls’ responses toward friends who had committed transgressions of their friendship expectations. Regression analyses further showed that gender moderated the relationship between friendship expectations and children’s endorsement of revenge goals and aggressive strategies. Lastly, gender and grade-level were also found to moderate the relationship between children’s endorsement of revenge goals and aggressive strategies and their feelings of loneliness, but not friendship quality. Overall, findings highlight that boys and girls share many similarities in their responses to friendship expectations transgressions; however, they also embody distinct strengths and vulnerabilities in their styles of managing these violations. Clinical and developmental implications are discussed
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Svensson, Sofia. "Gender Equality in Sweden’s Policy for Global Development : Postcolonial perspectives on gender, culture and development discourse." Thesis, Linköping University, Department of Thematic Studies, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-4640.
Full textIn 2003 the Swedish parliament passed the bill Shared Responsibility: Sweden’s Policy for Global Development (Gov. Bill 2002/03:122). As the first nation-state in the world, Sweden established a coherent policy on global development politics. The background matters for Sweden’s Policy for Global Development are a long history of unequal North - South relations and the effects of processes started more recently, most often mentioned as globalisation, which have increased interdependence between different parts of the world. Gender equality is one of the central elements in the policy along with human rights, democracy, sustainable use of natural resources and protection of the environment, economic growth, social development and social security, conflict management and human security, and global public goods. Gender equality is also often used as an example in the debate on culture and diverse understandings of development. Therefore, this is a pertinent focus of the thesis.
The key concepts of the thesis are consequently gender equality, development and culture and how they are used, are central to the contemporary discourse on global development politics, which has evolved over the past decades, but also reflect old images of the world originating from the hegemony of colonial and Western thought. The holistic approach to development will be discussed, as well as the Swedish self-image reflected in the policy and universal values versus perspectives of cultural relativism. Postcolonial theory provides critical perspectives on development and problematic issues of cultural difference in North – South relations. Considering the focus on gender equality, postcolonial feminist theories will be used to shed some light on the content of Sweden’s Policy for Global Development.
Kairys, Antanas. "Time perspective: its link to personality traits, age, and gender." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20101001_145232-80372.
Full textTiek užsienyje, tiek Lietuvoje psichologiniai laiko perspektyvos tyrimai tik prasideda, nėra nė vienos išbaigtos teorinės paradigmos, kuria remdamiesi šios problemos tyrėjai galėtų telktis fundamentaliems ir taikomiesiems tyrimams. Šio tyrimo tikslas: nustatyti vyrų ir moterų laiko perspektyvos sąsajas su asmenybės bruožais skirtingais amžiaus tarpsniais. Buvo atlikti du tyrimai, kuriuose dalyvavo 636 ir 153 žmonės (abiejų lyčių, įvairaus amžiaus), buvo tirta jų laiko perspektyva ir asmenybės bruožai. Tyrimo rezultatai leidžia daryti išvadą, kad laiko perspektyva, tikėtina, yra asmenybės bruožas. Nustatytos tamprios sąsajos tarp laiko perspektyvos ir asmenybės bruožų, tyrimo rezultatai leidžia spręsti apie kai kuriuos laiko perspektyvos raidos ypatumus. Išnagrinėti laiko perspektyvos skirtumai vyrų ir moterų grupėse, taip pat laiko perspektyvos sąsajos su asmens elgesio kintamaisiais (alkoholio vartojimu, rūkymu, subjektyviu sveikatos vertinimu ir kt.).
Mandizvidza, Donald. "Cultural politics, gender dynamics and development: A Zimbabwean rural perspective." Thesis, Mandizvidza, Donald (2016) Cultural politics, gender dynamics and development: A Zimbabwean rural perspective. Masters by Coursework thesis, Murdoch University, 2016. https://researchrepository.murdoch.edu.au/id/eprint/34443/.
Full textWise, Steven Ray. "SEX AND GENDER IDENTITY: A NEW PERSPECTIVE FOR COLLEGE STUDENT DEVELOPMENT." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/26.
Full textMollard, Douglas Hilton. "Moral development : social interaction, gender, and the coordination of perspectives." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608420.
Full textLoftsdóttir, Kristín. "Women in Pastoral Societies: Applying WID, Eco-feminist, and Postmodernist Perspectives." University of Arizona, Department of Anthropology, 2001. http://hdl.handle.net/10150/110100.
Full textBhattacharya, Preya. "Can Microfinance Impact National Economic Development? A Gendered Perspective." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1597080132873571.
Full textSouthwell, Mirjam. "International policy process for technology, design, women and development : a feminist perspective." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/e49bfa82-353a-4075-b854-9eb07d4d2688.
Full textJacobsson, Emma. "What women cannot not want? : - a critical discourse analysis of Swedish gender equality policy in development cooperation." Thesis, Umeå universitet, Umeå centrum för genusstudier (UCGS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161969.
Full textRagúz, María. "Sexual and reproductive health and women development from a gender perspective: The role of men." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101096.
Full textSe discute como se tratan los problemas de la salud sexual y reproductiva y el desarrollo de la mujer desde una perspectiva transversal de género y de derechos, subrayando la necesidad de trabajarlos desde una perspectiva integral. Se critican los programas y servicios centrados en la mujer adulta, en la reproducción y en la planificación familiar femenina. Asimismo, se señala la necesidad de trabajar en la erradicación de la violencia de género como una entrada para el trabajo en este ámbito. Como ejemplo, se presenta el caso de la salud sexual y reproductiva en comunidades andinas y amazónicas rurales y en extrema pobreza del Perú. Las dificultades y logros en el trabajo con hombres son analizados, subrayándose la necesidad de una perspectiva transversal de género en el trabajo. Finalmente, se relaciona la salud de la mujer con desarrollo y se concluye en la necesidad de trabajar siempre en este sentido.
Duke, Sara. "Comparative Practices & Perspectives: Gender, Development and Empowerment in Uttarakhand, India and Northern Virginia." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1551.
Full textSu, Fang. "Uneven human capital development in contemporary China : a non-monetary perspective on regional and gender inequality." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12305/.
Full textNi, Yuan. "The Modern Erhu: Perspectives on Education, Gender, and Society in the Development of Erhu Performance." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1623253987334659.
Full textRoghult, Madeleine. "A straight road to development : Introducing a queer perspective to development." Thesis, Södertörn University College, School of Life Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2687.
Full textSustainable development is an approach to development that seeks to be multidimensional, meaning that it integrates social, economic and environmental aspects in order to be inclusive for people of diverging nations and realities. Sustainable development adheres to the Human Rights regime and claims that every person regardless of social differences such as ethnicity, class and sex, has the right to undisputable freedom and justice. This study situates a group of people who are globally denied these basic rights and face political, social and legal discrimination. Lesbian, gay, bisexual and transgender (LGBT) people face a sexual violence that development discourse has not observed, making sexual identity a political issue. By using a queer feminist approach that understands gender and sexuality as co-dependent, this study analyses how discourse on sustainable development, in the documents of the Agenda 21 and Report of the World Summit on Sustainable Development, conceptualises gender and what the implications are for sexual identity. A conceptual framework with concepts drawn from queer feminism is utilised to conduct critical discourse analysis and has shown the discourse to be shaped by heteronormative assumptions. Women and men are viewed as essentially different, as women embody particular needs and roles distinct from men. A discourse of motherhood ties the woman in a sexual relationship to men and naturalises the heterosexual purpose of reproduction as a hegemonic way of expressing sexuality. This creates a blind spot towards non-heterosexual sexuality and non-reproductive sexuality and closes the door to policies and programmes on sexual issues other than reproductive. Not only does this exclude LGBT people from discourse, but also the limited heterosexual norm sets a standard that not even heterosexual people might comply to.
Bergqvist, Hanna. "Stakeholder perspectives on ownership and gender equality: : -A case study on development collaboration projects at Bussi Island, Uganda." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Globala studier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45731.
Full textDanielsson, Lina, and Hanna Jakobson. "[GADering WID Boserup] : Three perspectives on women and the gender impasse in the Mozambican district of Nacala Porto." Thesis, Växjö University, School of Social Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2253.
Full textThe purpose of this study is to understand the situation concerning women and gender in relation to development, in the Mozambican district of Nacala Porto. The ambition is to identify present theoretical feminist perspectives in terms of perceived problems for women, their ability to solve them, focus areas for improvement and strategies for reaching development aims.
To enable an understanding of the situation concerning women and gender in relation to development, we have conducted an analytical framework consisting of three main theoretical feminist perspectives in international development policies. These were applied as analytical tools, which consisted of Ester Boserups perspective of Women’s role in economic development, Women In Development (WID) and Gender And Development (GAD).
The study displayed a discrepancy between the powerful women in the Mozambican parliament and the lack of social power described by the women in Nacala Porto. At the district level the results showed a dominating modernistic paradigm, similar to the situation identified by Boserup, who emphasised that the economical development did not benefit women equally. The subordination of women has been apparent in the district. The long-term strategy of transforming the gender structure has been met with support as well as resistance. The GAD-aim of mainstreaming gender showed a gap between international policy and practise in the district. The interventions that were WID-oriented have on the other hand shown progress regarding female representation, non-discriminatory legislation and increase of girls starting primary school. However, the WID-progress is limited without a gender perspective.
Three main areas were continuously discussed as means having to change, to potentially alleviate poverty and include women in the development process. These areas were the access to employment, sustainable education and functioning family relations. The interdependence of these areas also seemed to require an integration of the three theoretical feminist perspectives of Boserup, WID and GAD.
Miranda, Maureira Teresa. "Living with tourism : Perspectives of Indigenous communities in Québec, Canada." Licentiate thesis, Uppsala universitet, Kulturgeografiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247422.
Full textTan, Jing. "The Increasing Role Played by the Females in the Chinese Economic Development : An investigation of the challenges facing the upward mobile female in the leadership ladders." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75339.
Full textBaker, Marzena K. "Women's progression to leadership: A project-based organisational perspective." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/91852/1/Marzena_Baker_Thesis.pdf.
Full textMandal, Shipra. "Modernization and women's status in India : a gender in development perspective on dowry deaths, sex ratios, and sex-selective abortions /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004331.
Full textKälloff, Heidi. "Banking the unbanked: Financial inclusion and economic sustainable development for women? : Decolonial perspectives on the gendered migration-remittances-development nexus." Thesis, Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166975.
Full textMalhoyt-Lee, Jennifer M. "Precursors of Sexualization| Perspectives of Mothers and Female Teachers Regarding the Influence of the Media on 4-year-old Girls' Gender Identity Development." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786139.
Full textThe sexualization of girls is an ongoing issue that has garnered much attention in recent years, with one contributing factor, media, becoming an ever-increasing part of children’s lives. This study explored four questions: How do mothers and teachers perceive the media’s influence on young girls’ identity development? To what extent do these caregivers engage young girls in analyzing media messages? What observed behaviors of 4-year old girls indicate media’s influence? and What are caregivers interpretations and responses to these behaviors? Analyzing the perceptions of mothers and female teachers of 4-year old girls contributes to a better understanding of how girls are influenced, both by caregivers’ actions and by media consumed.
Twelve mothers and female early childhood teachers from three South Florida preschools were interviewed to better understand how girls are influenced by media, and to gain a more holistic perspective of the potential impact of media on young girls’ behaviors and their emerging understanding of what it means to be a girl today. The findings indicate that mothers and female teachers perceive media to be influential in the lives of girls, both in terms of general child development and young girls’ gender identity development. The participants are observing behaviors in their 4-year old girls that indicate media’s influence; these behaviors include sexualized dancing, attitude and language changes, and requests for sexualized clothing and beauty products. Although these mothers and teachers do not yet help girls analyze media messages, they do, however, engage in significant guidance as they interpret and respond to the observed behaviors. These findings reflect a need for media literacy education for parents and teachers, as well as comprehensive sexualization awareness and prevention education for children, parents, and teachers.
Keynemo, Monica. "Säg är det möjligt för studie- och yrkesvägledare att motverka traditionella könsmönster?" Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59077.
Full textSay is it possible to counteract traditional gender patterns, even if structures shape us so that we unconsciously are guided to choose courses that lead to gender-traditional career choices? To learn about and provide tools for a practice-oriented work with gender equality in educational and vocational guidance is the purpose of this action research. The counselors involved have an interest in and knowledge of gender perspectives and can be seen as good examples. They participate through two interview sessions and a monthly focus on the mission to counteract traditional gender patterns. They use different methods and reports of positive, neutral, awkward, violent and negative reactions from applicants. The results describe how counselors view their mission and how they apply their knowledge in pedagogical practice. It also shows how they respond to and interpret the reactions they receive from applicants. In the process they increase their self-awareness resulting from the understanding of how hard it is not to construct the gender stereotypes. Method development is important to transform attitudes to positive action, but what matters is the attitude towards the mission. Conclusions drawn are that the mission to counteract traditional gender patterns may mean to detect these gender patterns in everyday life, refuse to categorize on the basis of gender and realize that if we are changing expectations, together we can change what is seen as normal.
Gustafsson, Collén [Gustafsson} Kristina, and Helene Lindström. "Utredningar av socialt utsatta barn : en genomlysning av risk- och skyddsfaktorer." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-32622.
Full textNilsson, Sara. "Sustainable development around the Lake Victoria basin, part 1, : a case study of farmers'perception of the VI Agroforestry Project Masaka/Rakai, Uganda, from a gender perspective." Thesis, Linköping University, Department of Thematic Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2572.
Full textDuring the years the awareness of gender issues has increased in the international arena and the importance of including gender aspects in development projects has been emphasised. This Master’s thesis is based on a case study of the VI Agroforestry Project (VIAFP) in Uganda and is one of the two subprojects of the study Sustainable development around the Lake Victoria basin, with the purpose to investigate the importance of local anchoring and active participation in the work towards sustainable development. The aim of this subproject is to investigate how gender roles among men and women in Kalisizo zone, in the Masaka and Rakai districts, in Uganda, affect the VI Agroforestry Project and if the project in return affects the gender roles.
The study is primarily based on interviews with farmers involved in the VIAFP activities in Kalisizo zone and shows that the project and the gender roles affect each other more or less in both ways. The women are somewhat more active in both farming and the activities connected with the household, and therefore also more engaged in the project activities and meetings. However, the gender roles have changed in the way that men have increased their interest in farming activities since they joined the VI Agroforestry Project. Both men and women involved in the VIAFP activities have more work on their farm than before they joined the project, but it seems as if they think it is worth the extra effort to gain more in the end. However, the project has to consider the fact that women often have a bigger workload to start with.
It is important for the VIAFP to adjust the activities and the feedback to different wishes and needs within the communities so that everyone feels they gain from the project activities, and also so that everyone who wants to participate at different activities have the opportunity to do so. Since the majority of the staff are Ugandans the ways of implying values from the North into the communities are less than if this had not been the case.
The study is published in two versions, both as a Master's thesis for the Environmental Science Programme, Linköping University and as a Minor Field Study for Sida. The differences between the versions are only editorial.
Hjelmström, Julia. "Feminist perspectives on women empowerment in Tanzania : A case study of why economic development is not enough." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34026.
Full textShah, Sahar. "An analysis of the interaction of the gender of head teachers with their leadership styles in secondary schools in Pakistan : a pragmatist perspective." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283493.
Full textSousa, Jéssica Cristtinny Oliveira de. "Gênero e sexualidade sob a perspectiva de docentes de biologia da rede estadual do município de Aparecida de Goiânia." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8448.
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The present dissertation aims to identify the social representations of gender and sexuality by Biology teachers of public education, working at High Schools in the city of Aparecida de Goiânia. The theory of social representations was applied as a theoretical methodology contribution, considering that it is based on knowledge arising from the experiences and actions of individuals and groups. Therefore, this theory leads on how to proceed under certain circumstances. The research methodology was the analysis of content from Laurence Bardin, employing the association of words technique. Material produced from 35 questionnaires and seven interviews, adding up to 42 participants divided into 29 schools were, consequently analyzed. According to available answers and reports, data for analysis was categorized and systematized. Based on the research and data analysis, we could identify that teachers do not have any particular training to discuss gender and sexuality in an educational environment. Moreover, they are not familiar with public policies that support them throughout this journey (in fact, these aspects are not discussed and are entirely omitted in the educational environment nowadays). The present situation reflects the power that political, religious and civil conservatism scenario has been taking place. The school, the curriculum, the guiding documents and the teachers become the target of powerful strategies applied to limit rights and shape the diversities of gender and sexuality among others, within a principle of universal and determined identity. Such orientations require a position of resistance, from the teaching practice to the outer movements and at the same time, the attitude of look to the Other, to deal with the diversity of identities that compose the school reality.
A presente dissertação tem como objetivo identificar as representações sociais de gênero e sexualidade por docentes de Biologia da rede estadual de educação, inseridos/as em escolas de Ensino Médio, no município de Aparecida de Goiânia. A teoria das representações sociais foi utilizada enquanto aporte teórico metodológico, tendo em vista que as mesmas se embasam em conhecimentos advindos das vivências e ações de pessoas e grupos. Desta forma, orientam como proceder mediante determinadas circunstâncias. A metodologia do trabalho foi a análise de conteúdo a partir de Laurence Bardin, com utilização da técnica de associação livre de palavras. Para tanto, foi analisado material produzido a partir de 35 questionários e sete entrevistas, totalizando 42 participantes, divididos/as em 29 escolas. A partir das respostas e relatos disponibilizados, foi realizada a categorização e sistematização dos dados para análise. Identificamos a partir do levantamento realizado, que os/as docentes não possuem formação específica para debater gênero e sexualidade no ambiente escolar e, não conhecem políticas públicas que os auxiliem nessa jornada (na verdade, o movimento atual é para exclusão total de tais temas do ambiente escolar). Tal situação reflete o conservadorismo que vem tomando frente no cenário político, religioso e civil. A escola, os currículos, os documentos norteadores e os/as docentes passam a ser alvo de estratégias de poder utilizadas com o intuito de cercear direitos e enquadrar as diversidades de gênero, sexualidade e tantas outras, dentro de um princípio de identidade universal e fixa. Tais direcionamentos exigem da prática docente um posicionamento de resistência às movimentações externas e, ao mesmo tempo, atitude de olhar para o outro, para lidar com as identidades diversas que constituem a realidade escolar.
Marchal, Harmony. "L’acquisition du genre grammatical, en français langue maternelle et langue seconde chez des enfants de 5 à 11 ans : perspectives développementale et computationnelle." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENH002.
Full textThis research concerns the acquisition of the French grammatical gender in first and second language. From a developmental perspective, we tempt to describe the way of young children being sent to school in France and Luxembourg determine the gender of names, by using the infra-lexical cues carried by these. Our concern consists in examining the kind of knowledge acquired and the mechanisms underlying this acquisition for the mother tongue and also during the learning of French as a second language at the primary school in Luxembourg. We hypothesize that the extraction of gender knowledge is not only dependent on the predictive value of endings but that morphological information carried by certain endings, suffixes, also intervenes in the process of gender acquisition. Indeed, the range of information carried by this unit (semantic, lexical and of gender) can make this unit more "striking" among all the regularities being able to be extracted. Three experiments allowed to bring to light that the determination of gender based on formal cues depends effectively on other factors, such as the nature of endings. Besides, a series of computational simulations was driven, bringing additional data to the experimental results. All these data brings useful information to the learning and the early teaching of French as a second language at the primary school
Annin, Collins. "From Messages to Voices: Understanding Girls’ Educational Experiences in Selected Communities in the Akuapim South District, Ghana." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1234365460.
Full textIsoard-Gautheur, Sandrine. "Le burnout sportif chez des adolescents(tes) en Pôle Espoir Handball : approche développementale et contribution des théories motivationnelles." Phd thesis, Université Claude Bernard - Lyon I, 2010. http://tel.archives-ouvertes.fr/tel-00842944.
Full textTondo, Isabel de Souza Pereira. "Ocupações e rendas das mulheres das famílias rurais na Região Sul: uma perspectiva de gênero." Universidade Estadual do Oeste do Parana, 2008. http://tede.unioeste.br:8080/tede/handle/tede/2244.
Full textConselho Nacional de Desenvolvimento Científico e Tecnológico
This paper aims to measure and analyse the participation of rural women in agricultural and non-agricultural activities in the South Region of Brazil, during 2001 to 2005, in the gender perspective, considering the transforming perspective in rural area and their influence in gender roles. The special tabulations of the National Research of Domestic Samples PNAD were used for a quantitive analysis. According to the results, a little increase in the total number of employed women in rural families of the South Region was noticed. In the self-employed women family - the most numerous - it was verified an increase, pointing out the non-agricultural and pluriactive activities. In the employed group, the non-agricultural activities have presented a significative increase, however, the bigger amount is a combination of housework as well, a fact that indicates the precariousness of such ocupations and reveals an undesirable situation, because the housework is practically the extension of the women s activities at home and potentially little joins in the gender relationship. The increasing number of employed women inside the self-employed and employed families shows up the existence of a Brazilian rural not just agricultural, but also as a space for leisure, living and implantation of small and medium sized agro-industries, that in fact, allied to social transferences, mainly in the form of retirement and allowance corresponds to a very expressive parcel in the revenue composition of rural women workers, capable of contributing to form a containment barrier to the rural exodus. There is a tendency of expansion on non-agricultural activities, which opportunes the women to contact several working institutions and organizations that are very important to develop a problematization of gender roles inside the familiar structure of origin patriarchy in the agricultural environment, in such a way they can agregate and express intensely their social, human and sinergic capital parcel for the rural development process.
Este trabalho tem como objetivo mensurar e analisar a participação da mulher rural nas atividades agrícolas e não-agrícolas da Região Sul do Brasil, no período 2001 a 2005 na perspectiva de gênero, considerando as transformações que vem ocorrendo no meio rural e a sua relação com os papéis de gênero. Para a análise quantitativa foram utilizadas as tabulações especiais dos microdados da Pesquisa Nacional de Amostras de Domicílios PNAD. Pelos resultados da pesquisa constatou-se que houve um pequeno acréscimo no número total de mulheres ocupadas nas famílias rurais da Região Sul. Dentro do conjunto de mulheres conta-própria o mais numeroso verificou-se crescimento, no qual se destacaram as atividades não-agrícolas e pluriativas. Já no conjunto empregados, as atividades não-agrícolas têm apresentado crescimento significativo, no entanto, grande parte combinado com trabalho doméstico, fato que sinaliza para a precariedade destas ocupações e revela uma situação que não é mais desejável, pois o trabalho doméstico é praticamente a extensão das atividades das mulheres no lar e potencialmente pouco agrega nas relações de gênero. O aumento do número de mulheres ocupadas dentro das famílias conta-própria e empregados evidencia a existência de um rural brasileiro não apenas agrário, mas também como espaço de lazer, residência e de implantação de pequenas e médias agroindústrias, que, aliadas as transferências sociais, principalmente na forma de aposentadorias e pensões correspondem a uma parcela bastante expressiva na composição da renda das trabalhadoras rurais, capaz de contribuir para formar uma barreira de contenção ao êxodo rural. Há uma tendência de expansão das atividades não-agrícolas, as quais abrem oportunidades para as mulheres terem contato com as várias instituições e organizações do trabalho as quais são muito importantes para a problematização dos papéis de gênero na estrutura familiar de origem patriarcal no meio rural, de tal ordem que elas podem agregar e expressar de forma mais intensa a sua parcela de capital social, humano e sinérgico para o processo de desenvolvimento rural.
Julie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full textMbatha, Mbalenhle. "A qualitative investigation of gendered perspectives on, maternity leave/family responsibility duties/social roles and access to career development, in the Johannesburg branch of a Multination Corporation (MNC): the case of company A, S.A. Johannesburg branch." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/5657.
Full text(13285078), Gordon L. Crosswell. "Language delay in early childhood: A gender perspective." Thesis, 1997. https://figshare.com/articles/thesis/Language_delay_in_early_childhood_A_gender_perspective/20543016.
Full textLanguage and literacy, development and acquisition, has fascinated linguists, psychologists and sociologists for decades. The debate on whether thought precedes language, or language precedes thought, continues with the same fervour as the nature/nurture discussions for the development of human intelligence. Parents, teachers and care -givers need appropriate information to provide quality support for language and literacy development in early childhood. State and Commonwealth monies and projects are heavily focussed on improving student literacy outcomes.
The issues of language development and the serious short and long term consequences of language delay on the progression of literacy skills, attitudinal development and interpersonal relationships have provided the impetus for this study into the complexity of language delay in early childhood from a gender perspective. This incorporated the consequential impact for teaching and learning. Most government and non -government providers of educational services have policies to address gender issues. Accommodating that differences between and within genders are real and unique to the individual child, added to the complexity the topic.
This project researched language and literacy development in a study involving five Central Queensland State Schools. Students' attitudes to school (N=973), teachers' perceptions of students' attitudes (N=56), and staff opinions on the human relationships in each respective school were surveyed (N=60). Statistics were collected from ten learning support teachers in the Rockhampton area supporting 726 students who were referred as having some degree of learning difficulty. Screening and retesting of 39 early childhood students across the five schools, using the Bankson Language Test -2, was implemented to ascertain improvements in language acquisition. Teaching staff in the five schools, from Pre School to Year 3, were surveyed as to their opinions on language delay and language learning environments (N=23).
As evidenced throughout this project, language delay can be attributed to a number of genetic and environmental influences. This study strongly advocates for increased support to assist teachers and parents in understanding and meeting the needs of language delayed children and in creating an awareness of the gender implications for emergent language learners. Intervention programs can be effectively implemented.
"Gendered Interactions and their Interpersonal and Academic Consequences: A Dynamical Perspective." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15130.
Full textDissertation/Thesis
Ph.D. Family and Human Development 2012
Di, Stefano Gessica. "Parental separation and child adjustment : longitudinal perspective and risk factors." Thèse, 2013. http://hdl.handle.net/1866/10828.
Full textDespite the large body of research supporting the idea that children who experience their parents’ separation encounter more emotional and behavioral difficulties than children who grow up in continuously intact homes, several questions remained to be investigated. Specifically, empirical evidence does not lead to clear conclusions regarding the time of onset of the adjustment difficulties experienced by children whose parents separate. Furthermore, it is not clear whether it is the separation per se that leads to these difficulties, or whether other factors can explain this association. The present thesis is made up of two empirical articles. The first examines the role of gender and age at the time of separation in children’s pre- and post-separation adjustment. The second article aims to disentangle the role of parental and contextual factors, and that of parental separation, in predicting child adjustment. Participants were from the Quebec Longitudinal Study of Child Development (QLSCD, 1998-2006). At every wave of the QLSCD, a structured interview with the mother allowed to assess children’s levels of hyperactivity/ impulsivity, anxiety, and physical aggression. During this interview, mothers also answered questions regarding the quality of their parenting and their household income. Finally, a self-report questionnaire was administered to mothers in order to assess their own symptoms of depression and anxiety. The first study included 143 children from separated families and 1705 children from intact families. Two categories of children were created according to whether separation occurred between ages 2 and 4, or between ages 4 and 6. Child adjustment variables were assessed at one time point prior to parental separation and at two time points following separation. The results of this first paper demonstrated that prior to separation, children of intact and separated families did not differ significantly with regards to their levels of hyperactivity/impulsivity and anxiety. However, children whose parents separated had significantly higher hyperactivity/impulsivity and anxiety levels after the occurrence of separation. Physical aggression was not further increased following parental separation, but was higher in children who experienced separation, irrespective of time. No gender or age differences were found in children’s pre- and post- separation adjustment. The second study included 358, 8 year-old children who had previously experienced parental separation, and 1065 children of the same age who lived in consistently intact homes since birth. After controlling for child gender, results demonstrated that once the contribution of maternal symptoms of depression and anxiety, parenting quality and household income was accounted for, parental separation was no longer associated with child anxiety and physical aggression. However, the relationship between separation and hyperactivity/impulsivity remained significant over and beyond what was contributed by the other variables. The results presented in the articles are discussed, and their implications are highlighted.
Fetsha, Angela Joy Nosipho. "Gender issues in development : an African rural perspective." Diss., 1997. http://hdl.handle.net/10500/16780.
Full textDevelopment Studies
M. Admin. (Development Administration)
DuBois, Leo Zachary. "Biocultural perspectives on gender, transitions, stress, and immune function." 2012. https://scholarworks.umass.edu/dissertations/AAI3518226.
Full text李麗凰. "My Professional Development of Gender Education--- from Feminist Pedagogy Perspectives." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/18406852830868965283.
Full text國立臺灣師範大學
人類發展與家庭學系在職進修碩士班
96
I am a home economics teacher who works at senior high school for 9 years. In the meanwhile, I am a seed teacher of gender education as well. In the course of school teaching, I tried my best to emerge Home Economics from handcraft stereotype, and joined the incorporation of Gender Education into the teaching of Home Economics. As the time pass by, the problems of status identity were augmented. I wonder how a home economics teacher with gender consciousness can manage her / his curriculum, and think about the connection between them. At last, I regress to the professional area of home economics and create a new style class with my students. The Methodology of the thesis is narrative research. I reviewed my life story, illustrated the awareness of gender consciousness, and understood my multi-roles between family, school and study areas. The dimension of family is about the awareness of study processes and marriage. The dimension of school is about the status and challenge of home economics teacher. The dimension of study is about the corners of part-time master’s program. As practice of gender education, there are 3 stages: The first stage is from 1998 to 2001. I studied the “classroom observation” and analyzed lesson programs. Then my conclusion is: “Classroom observation is not a normal or real teaching environment”. The second stage is from 2002 to 2003. I was a master digress student at that time. My teaching tuition advanced a lot. The third stage is from 2004 to 2005. I finished my master degree classes. Then I built a new style class with my students, combined home economics with gender consciousness. By reviewing the process of practice, I systematize the experience of gender education; analysis the changing context of teaching technique; create the useful teaching strategy; finding dialogue and support system; generalize important conditions of professional growth in gender education; and advance recommendation about future studies. Several finding according to the study are as follows: (1) Advisers can help to clear difficulties and give support. It’s enrich teacher’s professional growth. (2) By reviewing life stories, teachers can aware their multi-roles and improve gender consciousness. (3) By surveying the teaching belief and changing sequences, teachers can find their changing stages. (4) By avowing practice knowledge and professional dialogue, teacher can keep introspecting and growing. (5) Voicing and building supporting system are the basic rocks of promoting gender equality education. Several suggestions according to the study are as follows: form growth group within school; maintain dialogue; improve professional abilities; keep studying the improvement of students’ gender consciousness and activity strategies; analysis from different aspects; have more dialogue between practice of gender education and growth experience.
Hemalatha, H. M. "Empowerment of women and DWCRA- An evaluation of DWCRA in Mysore district from a gender perspective." Thesis, 2000. http://hdl.handle.net/2009/5938.
Full textTudge, Rajie. "Gender equality in the higher education arena : a public policy perspective." Thesis, 2004. http://hdl.handle.net/10413/10462.
Full textThesis (Ph.D.)--University of Durban-Westville, 2004.
YEG, PANG-YEN, and 葉邦彥. "Open Gender Perspective – The Research of Narrative and Self-Reflecting of Gender/Sexuality Consciousness Development From Three Counseling Psychologists." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/72557g.
Full text中國文化大學
心理輔導學系
105
The purposes of the study is observe the gender consciousness development process of other counseling psychologists and their professional practical experience, and let them lead the researcher to study gender consciousness and professional development. Employing narrative research method, the study made in-depth interviews with 3 participants of this study in order to collect their gender consciousness development experience and process, and then wrote a life story. Meanwhile, the study made analysis and explanation so as to understand the effect of gender consciousness on the professional practices of counseling psychologists. The study finds that there are two parts to be studied. The first part is about findings of gender consciousness development experience and process of counseling psychologists. Even though people have different physical genders and sexual orientation of and also encounter different gender experiences, there is commonality in their gender consciousness development experience and process. People always experience 3 aspects: 1. Encountering and accumulation of gender experience. 2. Important transitional events. 3. Effects on counseling profession. These 3 aspects appear to be in a circular state, and this state does not stop even after gender consciousness was developed. With the new gender experience continuously encountered by people along with their lives, adjustment and changes are made ceaselessly. The second part is the effects of gender consciousness on the practice and introspection of counseling profession: 1. Emphasis on the issue of power. 2. Respect for diversity. 3. Practice of gender consciousness. Through the gender experiences of the above 3 interviewees, the researcher thinks that the development of gender consciousness has to be continuously understood and aware of, and does not have destination. Such understanding and awareness also need to have actions and practices taken. In this way, self-adjustment can be made continuously, and help for others can be further performed. Keywords: counseling psychologist, gender consciousness, narrative research
Buchanan, Patricia A. "Developmental perspectives on basketball players' strength, knee position in landing, and ACL injury gender differences." 2003. http://www.oregonpdf.org.
Full textAmundsen, Vilde Larssen. "Sport, physical activity and development: perspectives and challenges." Master's thesis, 2019. http://hdl.handle.net/10071/19117.
Full textEsta dissertação aborda determinadas perspectivas e desafios na relação entre actividade física, desporto e desenvolvimento. Em primeiro lugar, porque as próprias ideias de desporto e, sobretudo, do desporto para o desenvolvimento, nem sempre são consensuais, esta dissertação começa por oferecer uma visão crítica acerca sobre o conceito de desenvolvimento internacional como aplicado desde a sua origem, assim como uma reflexão sobre a implementação de programas de ajuda que tais. O “desporto para o desenvolvimento” será avaliado como uma forma de cooperação internacional, sendo que iniciativas afins serão debatidas quer em termos dos seus efeitos positivos, quer em termos do seu discurso hegemónico com base em valores ocidentais. De forma a entender como são implementados programas de “desporto para o desenvolvimento”, é será abordado um estudo de caso na Zâmbia, em que participei entre 2016 e 2017. Por fim, será discutida a complexidade das ideias de desporto e actividade física na arena desportiva actual. Este último momento analisa o sentido da actividade física no panorama global contemporâneo, e indaga as perspectivas sobre o fenómeno desportivo além dos seus resultados objectivos. Esta dissertação conclui com algumas linhas de abordagem em futuras pesquisas interdisciplinares, e com vista a um melhor entendimento de como o desporto e actividade física podem ser uma ferramenta no ensino de competências físicas e mentais, sobretudo num contexto em que a sociedade se torna gradualmente mais dependente da tecnologia e sedentária.
Timan, Anneke. "Promoting equity in introductory physics: An identity perspective on learning physics and learning to teach." Thesis, 2013. http://hdl.handle.net/1974/8198.
Full textThesis (Master, Physics, Engineering Physics and Astronomy) -- Queen's University, 2013-08-23 13:18:26.328
Grobler, Hermanus Bosman. "Manlike identiteit: `n begeleidingsraamwerk vir vaders en hul seuns." Thesis, 2006. http://hdl.handle.net/10500/1496.
Full textThis study is aimed at the development of a guiding framework for fathers and their adolescent sons by focusing on male identity as the main binding factor in the relationship between father a and son. The establishment, as well as the confusion regarding male identity, have been stated as starting point and problem statement of the study. The need regarding the way in which the father and son can be guided within this dynamic relationship in order to establish male identity, has been stated as motivation for the study. The need regarding the guidance of fathers and their sons was thus the primary aim with the research question, namely what the most applicable factors in a guiding framework should be that would guide fathers and their sons in order to support the formation of male identity within the sons. The research methodology that has been followed, was from a Gestalt perspective as meta theoretical assumption from which qualitative, explorative and descriptive strategies were followed. The qualitative strategy consisted of an auto-ethnography and semi-structured interviews. The trustworthiness of the research has been strengthened by a quantitative component of the research by utilizing questionnaires, after which data was collected and analysed. A purposive sample was drawn that included respondents from the Drakenstein municipal area in the Boland district. Categories that were identified from data from the semi-structured interviews, as well as indicators from the questionnaires, have been integrated, from which propositions were constructed. Six themes and resulting guiding strategies were presented in the form of a guiding framework.
Hierdie studie is gerig op die ontwikkeling van 'n begeleidingsraamwerk vir vaders en hulle adolessente seuns deur te fokus op manlike identiteit as die samebindende faktor in die verhouding tussen vader en seun. Die vestiging, asook die verwarring ten opsigte van manlike identiteit, is as vertrekpunt en probleemstelling vir die studie gestel. Die behoefte ten opsigte van die manier waarop vader en seun binne hierdie dinamiese verhouding begelei kan word ten einde manlike identiteit te vestig, is as motivering vir die studie gestel. Die behoefte aan begeleiding vir vaders en huile seuns was dus die primere doel met 'n navorsingsvraag, naamlik wat die mees toepaslike faktore sal wees wat in 'n begeleidingsraamwerk aan vaders en hulle seuns leiding sal bied ten einde die vorming van manlike identiteit by die seuns te ondersteun. Die navorsingsmetodologie wat gevolg is, was vanuit die Gestaltperspekief as metateoretiese aanname waaruit kwalitatiewe, verkennende en beskrywende strategies gevolg is. Die kwalitatiewe strategie het bestaan uit 'n outoetnografie en semi-gestruktureerde onderhoude. Die vertrouenswaardigheid van die navorsing is deur 'n kwantitatiewe komponent van die navorsing versterk deur vraelyste te benut waarna data ingesamel en geanaliseer is. 'n Doelgerigte steekproef is getrek, wat respondente ingesluit het uit die Drakenstein munisipale gebied in die Boland distrik. Kategoriee wat vanuit die data van die semi-gestruktureerde onderhoude geidentifiseer is, asook indikatore vanuit die vraelyste, is geintegreer waaruit proposisies saamgestel is. Ses temas en voortspruitende begeleidingstrategiee is aangebied in die vorm van 'n begeleidingsraamwerk.
Social Work
D.Diac. (Spelterapie)
Phetla, Rabi Joseph. "An educational psychological perspective on partner roles in heterosexual marriages." Diss., 2000. http://hdl.handle.net/10500/15768.
Full textPsychology of Education
M. Ed. (Guidance and Counselling)
Mudimeli, Lufuluvhi Maria. "The impact of religious and cultural discourses on the leadership development of women in the ministry : a vhusadzi (womanhood) perspective." Thesis, 2011. http://hdl.handle.net/10500/5726.
Full textSystematic Theology and Theological Ethics
D. Th. (Systematic Theology)