Relevant bibliographies by topics / Women Education Victoria Heathmont

Academic literature on the topic 'Women Education Victoria Heathmont'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Women Education Victoria Heathmont"

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Svensson, Jane. "Antenatal education classes in victoria: What the women said." Australian Journal of Midwifery 14, no. 4 (December 2001): 15. http://dx.doi.org/10.1016/s1445-4386(01)80006-9.

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Schneider, Zevia. "Antenatal education classes in Victoria: What the women said." Australian Journal of Midwifery 14, no. 3 (September 2001): 14–21. http://dx.doi.org/10.1016/s1445-4386(01)80019-7.

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Sharam, Andrea. "The Voices of Midlife Women Facing Housing Insecurity in Victoria, Australia." Social Policy and Society 16, no. 1 (October 27, 2015): 49–63. http://dx.doi.org/10.1017/s1474746415000603.

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Single, older women in the State of Victoria, Australia, have emerged as a group experiencing housing insecurity and being highly vulnerable to homelessness in their old age. A sizable demographic cohort, it is a group that could overwhelm the existing homelessness service system. One of the most surprising aspects of this trend is their propensity to be tertiary educated. Focus groups revealed ‘critical life events’ as significant, and a shared ‘control belief’ in the value of education. Given that education is a key means by which Australian governments seek to remedy homelessness, the entry of educated women into the homelessness population suggests policy needs to re-examine homelessness causation and explicitly apply a gender-lens.
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RIEDI, ELIZA. "WOMEN, GENDER, AND THE PROMOTION OF EMPIRE: THE VICTORIA LEAGUE, 1901–1914." Historical Journal 45, no. 3 (September 2002): 569–99. http://dx.doi.org/10.1017/s0018246x02002558.

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The Victoria League, founded in 1901 as a result of the South African War, was the only predominantly female imperial propaganda society in Britain during the Edwardian period. To accommodate women's activism within the ‘man's world’ of empire politics the League restricted its work to areas within woman's ‘separate sphere’ while transforming them into innovative methods of imperial propaganda. Through philanthropy to war victims, hospitality to colonial visitors, empire education, and the promotion of social reform as an imperial issue, the League aimed to encourage imperial sentiment at home and promote colonial loyalty to the ‘mother country’. The League's relationship with its colonial ‘sister societies’, the Guild of Loyal Women of South Africa and the Canadian Imperial Order, Daughters of the Empire, demonstrates both the primacy of the self-governing dominions in its vision of empire, and the importance of women's imperial networks. The Victoria League illustrates both significant involvement by elite women in imperial politics and the practical and ideological constraints placed on women's imperial activism.
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A Conversation with victoria James, Imani Marrero, and Darleen Underwood. "Branching Out and Coming Back Together: Exploring the Undergraduate Experiences of Young Black Women." Harvard Educational Review 80, no. 1 (April 1, 2010): 61–74. http://dx.doi.org/10.17763/haer.80.1.j71j1882133582p7.

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In January of 2010, Harvard Educational Review editor Chantal Francois sat down at a Manhattan diner with three young black women, two of whom were her former students at a New York City high school. Chantal invited the women to come together and share their experiences as freshmen at predominantly white institutions along the East Coast. While each of these young women drew largely from her own experiences transitioning into different college settings, each highlights themes from both Fordham's and Kynard's research—including the emotional stress that being confined by labels can cause and the importance of finding a cipher from which to draw strength. In this conversation, the women shed the layers they typically don in white educational settings, instead creating a space where they can be real, find comfort,and speak from the core. What's more, their stories echo the themes of talking black, talking back, fictive kinship, and complicity, which Iris Carter Ford's commentary describes as central to conversations about black women in America today. From Victoria, Imani, and Darleen, we hear firsthand accounts of the commitment to struggle and the communal strength that continue to exist in the sacred spaces carved out by young black women in American educational institutions.
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Harley, Anne. "Book Review: The Victoria Mxenge Housing Project: Women Building Communities Through Social Activism and Informal Learning, by S. Ismail." Adult Education Quarterly 66, no. 2 (January 27, 2016): 191–93. http://dx.doi.org/10.1177/0741713615627444.

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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.

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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.
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Wilson, Gai, Paul Butler, Tricia Szirom, and Jenny Cameron. "Indirect Services Funded by the National Women's Health Program in Victoria." Australian Journal of Primary Health 4, no. 2 (1998): 77. http://dx.doi.org/10.1071/py98023.

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Victoria's Women's Health Services and Centres Against Sexual Assault have implemented a range of indirect activities utilising various strategies and methods with a particular focus on information and resource provision, education and training, community development and promotional activity. They have increased women's access to existing services by working to make those services more appropriate and relevant. To achieve this they have involved women in the community in program management, design and implementation. Collaboration with other agencies in health and related services has also been a key strategy in achieving changes to mainstream services and fulfilling the aims of the dual strategy.
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Hess, John. "El Salvador and NicaraguaTiempo de la victoria (A Time of Victory).Mujeres de la frontera (Women from the Border). Ivan Arguello." Comparative Education Review 34, no. 2 (May 1990): 277–78. http://dx.doi.org/10.1086/446935.

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Biro, Mary Anne, Jane S. Yelland, Stephanie J. Brown, and Georgina A. Sutherland. "Women’s experience of domiciliary postnatal care in Victoria and South Australia: a population-based survey." Australian Health Review 36, no. 4 (2012): 448. http://dx.doi.org/10.1071/ah11128.

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Objective. Despite the expansion of postnatal domiciliary services, we know little about the women receiving visits and how they regard their care. The aim of this study is to examine the provision of postnatal domiciliary care from a consumer perspective. Methods. All women who gave birth in September–October 2007 in South Australia and Victoria were mailed questionnaires 6 months after the birth. Women were asked if they had received a midwifery home visit, and to rate the care they received. Results. More women in South Australia reported receiving a domiciliary visit than in Victoria (88.0% v. 76.0%) and they were more likely to rate their care as ‘very good’ (69.1% v. 63.4%). Younger women, women on a lower income, who were holding a healthcare concession card or who had not completed secondary education were less likely to receive a visit. Conclusion. Although the majority of women in public maternity care in Victoria and South Australia receive domiciliary care and rate it positively, there are significant state-based differences. Those more likely to benefit from domiciliary care are less likely to receive a visit. There is a need to further explore the purpose, aims and content of domiciliary care at individual and state-wide levels. What is known about the topic? Postnatal domiciliary services have expanded dramatically over the past decade as the postpartum hospital stay has shortened. Despite its widespread introduction, there are no mechanisms in place to monitor or evaluate whether these services are meeting women’s expectations. We know little about the women who receive domiciliary postnatal visits in the first week after discharge from hospital, and how they regard their experience of care. What does the paper add? This is the first Australian population-based survey that describes the experience of domiciliary care according to the state in which women reside and to examine the sociodemographic, obstetric and organisational factors associated with the provision of services. What are the implications for practitioners? There were state-based differences in the provision of domiciliary care and whilst the majority of women received domiciliary care and rated it positively, an inverse care law seems to apply: women who were more likely to need and derive benefit from domiciliary care were less likely to receive it. There is a need to further explore the purpose, aims and content of domiciliary care at individual and state-wide levels.
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Dissertations / Theses on the topic "Women Education Victoria Heathmont"

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Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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Wright, Sofia A. T. Hiort. "Social Change, Gender and Education: Exceptional Swedish Immigrant Women at North Park College, 1900-1920." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1317.

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Mara, Diane Lysette. "Theories and narratives : Pacific women in tertiary education and the social construction of ethnic identities in Aotearoa New Zealand : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-thesis, 2006. http://hdl.handle.net/10063/154.

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Hinton, Susan E., and Susan Mayson@BusEco monash edu au. "Organisational contestation over the discursive construction of equal employment opportunities for women in three Victorian public authorities." Swinburne University of Technology, 1999. http://adt.lib.swin.edu.au./public/adt-VSWT20051102.140031.

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The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising. This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational contexts and meanings through which people make sense of and experience complex organisations.
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O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.

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This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
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Anderson, Susan Elizabeth. "Representations of women with disabilities: a discourse analysis of the University of Victoria School of Social Work 323 Anti-opressive Praxis distance training manual : section 17." Thesis, 2006. http://hdl.handle.net/1828/2139.

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Theories of anti-oppressive social work address social inequity through social justice perspectives. Recent literature in disability studies and social justice has not been extensively included in social work debate. I locate my research in between these two literatures. I examine how women with disabilities are portrayed in texts used in training undergraduate anti-oppressive social workers. I use an experience-based understanding of knowledge as a feminist social worker and a woman with a disability. The analysis of three texts shows that these particular depictions are wide-ranging though dated, and can unfortunately be mistaken as singularly definitive of all women with disabilities.
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Books on the topic "Women Education Victoria Heathmont"

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Jordan, Alison. Margaret Byers: Pioneer of women's education and founder of Victoria College, Belfast. [Belfast]: Institute of Irish Studies, Queen's University of Belfast, 1987.

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Jordan, Alison. Margaret Byers: Pioneer of women's education and founder of Victoria College, Belfast. Belfast: Queen's University, Institute of Irish Studies, 1990.

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Victoria Mxenge Housing Project (Cape Town, South Africa), ed. The Victoria Mxenge housing project: Women building communities through social activism and informal learning. Claremont [South Africa]: UCT Press, 2015.

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Texas footprints in the sands of time: Historical account of three Incarnate Word foundations in Texas and their union of 1939 and its aftermath (San Antonio, Shiner, Victoria). [Friendswood, Texas]: Baxter Press, 2012.

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Clara Collet, 1860-1948: An educated working woman. London: Woburn Press, 2004.

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Women and schools in colonial Victoria, 1840-1910. 1985.

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Carmen, Lambert, and Social Science Federation of Canada., eds. Toward a new equality--the status of women in Canadian universities: Victoria, 1990. Ottawa: Social Science Federation of Canada = Fédération canadienne des sciences sociales, 1991.

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Jordan, Alison. Margaret Byers: Pioneer of women's education and founder of Victoria College, Belfast. Institute of Irish Studies, Queen's Universit, 2000.

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Gay, Peter. Education of the Senses: The Bourgeois Experience, Victoria to Freud, Volume 1. W. W. Norton & Company, Inc., 1999.

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Gay, Peter. Education of the Senses: The Bourgeois Experience, Victoria to Freud, Volume 1. W. W. Norton & Company, Inc., 1999.

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Book chapters on the topic "Women Education Victoria Heathmont"

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Sarker, Sonita. "Victoria Ocampo." In Women Writing Race, Nation, and History, 139–65. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192849960.003.0006.

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Ocampo has primarily been read as a modernist cosmopolitan (literally, a citizen of the world), and as quintessentially Argentinian at the same time; she claimed citizenship in “America” as a continent. This chapter explores how her lineage, relationship to land, learning, and labor form the foundation of her “native-ness.” With the advantage of an education in English and French provided to her at home, and with the cultural capital of being from a prominent family, Ocampo undertook a literary career that spanned continents and brought about an international meeting of the minds across the USA, France, Spain, Argentina, and India. Belonging, for Ocampo, was about thinking beyond national borders to a human solidarity against oppression and discrimination.
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Gillespie, Deanna M. "“So Much Taking Place … So Rapidly”." In The Citizenship Education Program and Black Women's Political Culture, 141–62. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066943.003.0008.

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In 1965, Victoria Gray struggled to sustain the Citizenship Education Program during the ongoing Mississippi Freedom Democratic Party (MFDP) Congressional challenge. At the same time, the Southern Christian Leadership Conference took a prominent role in a campaign centered in Selma, Alabama, aimed at prompting federal action to end discriminatory voter registration laws and practices. As marchers filed out of Selma on the way to Montgomery, Septima Clark organized local women with handwriting lessons in preparation for voter registration. Following passage of the Voting Rights Act of 1965, Clark, Gray, and local teachers adapted the CEP to prioritize voter education and organization and local anti-poverty initiatives.
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Błaszczuk, Katarzyna. "Zapobieganie wykluczeniu społecznemu : przykład Stowarzyszenia na rzecz Kobiet "Victoria"." In Eliminacja wykluczenia społecznego, 37–53. Uniwersytet Papieski Jana Pawła II w Krakowie. Wydawnictwo Naukowe, 2016. http://dx.doi.org/10.15633/9788374385824.04.

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“Victoria” Association for Women was established in 2002. Its operations focus on problems faced by women from various backgrounds, and with varied professional, legal and social status. Assistance for women struggling with difficulties involves: support in efforts to become independent, improvement of self-esteem, and finding way in the job market. The Association organizes courses, trainings as well as conferences and promotes new forms of employ-ment. The organization is an advocate for individuals (groups) marginalized in the community; its services include legal, psychological, family and career counselling. It cooperates and initiates partnerships with institutions administered by local governments, with trade unions, nongovernmental organizations and economic entities. The areas of activity include: aid and support for families facing difficulties, health care, protection of rights, counteracting unemployment, promotion of education, culture and ecology, operations fostering integra-tion and cooperation at the local and in-ternational level, promotion of tourism and recreation, public order and safety. Yet, due to its location in an old building with no elevator, the organization’s office is inaccessible for people with motor disabilities. The paper will discuss selected areas of the organization’s operation tak-ing into account findings acquired from official documents and freeform interviews with representatives of the board.
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Conference papers on the topic "Women Education Victoria Heathmont"

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Miliszewska, Iwona, Gayle Barker, Fiona Henderson, and Ewa Sztendur. "The Issue of Gender Equity in Computer Science - What Students Say." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2986.

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The under-representation and poor retention of women in computing courses at Victoria University is a concern that has continued to defy all attempts to resolve it. Despite a range of initiatives created to encourage participation and improve retention of females in the courses, the percentage of female enrolments has declined significantly in recent years, from 32% in 1994 to 18% in 2004, while attrition rates soared to 40% in 2003. A recent research study investigated these negative trends with respect to gender equity in computing courses: of interest was the possibility of gender bias in the learning environment and its impact on female attrition rates. Focus groups and surveys involving computing students of both genders were used as data collection tools in the study. The overall findings from the focus groups were rather surprising, as they yielded no strong indication of gender bias in the learning environment of the computing course; this applied to the logistical arrangements, academic staff, pedagogical methods, and course content. The thesis that the existence of gender bias in the learning environment contributes to high attrition rates of females in computing courses was not sufficiently supported. While the fact that students, both male and female, found their learning environment gender neutral was comforting, the realization that reasons other than gender bias drove females away from the computing course was not. High attrition rate of females remains the reality. Possible explanations of this phenomenon were suggested by the focus groups, and the search for confirmation of these indications and discovery of other contributing factors continued.
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