While climate change mitigation has been on the agenda of spatial planning practitioners for over two decades, adaptation has only become influential in spatial planning practice in recent years. This trend is evident not only at the municipal levelbut also at the regional and national levels. The revised planning and building law from 2011 states that municipalities must consider climate change. In parallel, a body of research focusing on the relationship between gender and concern for environmental and climate change and arguing that women are more concerned and proactive with respect to environmental issues has emerged. However, this research has been criticized for being essentialist and for stigmatizing women and men. The long-term aim of the present dissertation is to contribute to knowledge on how a gender perspective on municipal spatial planning can contribute to efficient and well-informed climate change response, as well as on how a gender perspective, as an analytical framework, can be developed to analyze, on the one hand, spatial planning related to climate change and, on the other, spatial planning more generally. One of the main contributions of my dissertation is to demonstrate that, by including a gender perspective in municipal climate change response, aspects that may be important for achieving efficient and well-informed spatial planning related to climate change response that are not typically prioritized can be afforded prominent places on the agenda. In this dissertation, I refer to these aspects as feminine values and perspectives—or attributes. I also contribute to the development of an analytical framework that can be used by policy makers and scientists to assess how a gender perspective is and can be integrated within municipal spatial planning processes related to climate change response, as well as spatial planning more generally. Furthermore, in addition to the development of efficient and well-informed responses, a dimension of gender equality must be considered. My dissertation contributes to the understanding that planners who adopt a gender perspective must consider the general level of gender equality in a country. Although the primary objective of this dissertation is to contribute to the development of efficient and well-informed policy, issues of equality and democracy cannot be overlooked. As I argue in my dissertation, participatory approaches to spatial planning are imperative for municipal efforts related to climate change. Nonetheless, participatory approaches require spatial planners to ensure that democracy and equality, on the one hand, and efficient and well-informed policy delivery, on the other, do not conflict. / <p>QC 20140214</p>

This study seeks to establish a working definition of contributions, related to older adults, from the perspective of stakeholder groups (elders, caregivers to elders, practitioners, and policy makers). A secondary content analysis was conducted on 4 group interviews of stakeholder groups. Findings supported the conceptual framework of the Welfare Diamond, whereby elders make contributions to various sectors that constitute society. Further, stakeholders identified invisible contributions, as well as the darker side of making contributions, as important elements of contribution. Findings help to establish an inclusive definition of contribution and to highlight where more research may be needed. / Aging

Thèse (Ph. D.)--Université Laval, 2007. / Bibliogr.: f. 205-214. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Thesis (Ph.D.)--Hong Kong University of Science and Technology, 2008. / Includes bibliographical references (leaves 56-62). Also available in electronic version.

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains ix, 89 p. : ill. Includes abstract. Includes bibliographical references (p. 56-63).

Thèse (M.A.)--Université Laval, 1997. / Bibliogr.: f. xvii-xviii. Publié aussi en version électronique.

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 134-138).

Texte remanié de: Doct. diss. / Bibliogr. p. 166-182. Index.

The benefits of using a portfolio system in a writing classroom, according to studies of in-class use starting over a decade ago include the following: allowing students to reflect upon their prior work, to revise their papers so as to demonstrate their improvements over the course of a semester, and also to organize their papers to create a sense of their writing ability. Since there has been little research conducted into the student experience as it relates to the use of portfolio systems, this document seeks to analyze that student experience, at least in the context of Southern Illinois University Carbondale's English 101 courses. Based on student observations from a questionnaire distributed to forty-three students from three separate English 101 classes in the Fall 2009, it appears that the portfolio system at SIUC is providing its intended benefits (as listed above), though there are a few minor issues that still bear consideration so as to better tailor SIUC's English 101 portfolio system to the needs of the local student body.