Renaissance England was a period of tremendous flux; ideas about science, gender and knowledge or how we come to knowledge come under examination. These areas of flux intersect with the text examined here in their relationship to the key concept of nature. In John Milton’s, Paradise Lost, nature appears in various forms over sixty times. By first examining the word nature in relation to the ideas in flux during the period and next examining Milton’s use of the word in the epic, an overlooked yet significant aspect of his epic emerges. Milton uses the mutability of nature to further “justify the ways of God to man.” How his use of nature develops an association between nature and Eve is of even greater significance. In a carnivalesque inversion of the convention of the period, Milton’s development of nature in the poem and his development of the association of Eve with nature reveal an association of Eve with human nature.

Orientador: Prof. Dr. João Rodrigo Santos da Silva / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, Santo André, 2018. / Os espaços de educação não formal são configurados como espaços educativos e se apresentam como ferramentas pedagógicas para a sociedade, favorecendo a aprendizagem e o conhecimento. Dentre esses espaços, sobressaem os museus, que possuem recursos didáticos que contribuem para o ensino-aprendizagem; possuem também a figura humana do(a) mediador(a) que, por intermédio da interação social, promove a comunicação entre o espaço e o público, tornando o expositivo, atrativo aos visitantes. Tais espaços recebem, com maior assiduidade, os grupos escolares, que neles buscam o desenvolvimento do conhecimento através da ludicidade. Tendo em vista as interações realizadas entre os indivíduos nesses espaços, a presente pesquisa destina-se a conhecer, por meio da observação das visitas, o atendimento do mediador(a) aos alunos(as), pela natureza de gênero. E, também, através da utilização de entrevistas, visando compreender as concepções dos(as) mediadores(as) e como são constituídas as relações, pela perspectiva de gênero, nas visitas. Trata-se de uma pesquisa qualitativa constituída de uma amostra de quatro mediadores(as) e, para o seu desenvolvimento, foi realizada uma análise do conteúdo das entrevistas com os(as) mediadores(as) do centro de ciências Sabina - Escola Parque do Conhecimento, bem como uma análise dos dados observados. Na análise dos dados foram obtidas três categorias: naturalização do sistema binário; concepções dos mediadores(as) e atitude dos mediadores. Nos dados obtidos, foi possível identificar diferenciações nos comportamentos dos(as) alunos(as), pela natureza de gênero, provenientes de questões culturais que trazem do formal (escola) para o não formal (Sabina). Os(as) mediadores(as) também descrevem ações de segregações ocorridas durante as visitas, nas atuações dos(as) outros(as) mediadores(as), entre os(as) próprios(as) alunos(as) e as(os) professoras(es) e citam ações plausíveis para amenizar essas diferenciações, tais como, maior utilização do espaço de educação não formal para discussões do tema gênero, mudanças na postura e nos discursos dos(as) mediadores(as), disponibilidade de aparatos/acervo para promoção de discussões e maior preparação dos(as) mediadores(as). Os resultados detectados servem de direcionamento para discussões de gênero dentro de espaços de educação não formais, seja por intermédio do acervo expositivo, de ações educativas, formação de mediadores(as) e/ou formação de professoras(es). / The non-formal learning spaces are configured as educational spaces and are presented to the society as an educational tool, promoting the learning process and knowledge. Among these spaces, museums stand out. They have resources that contribute with the teaching-learning process; these spaces also possess the human figure of the mediator that, through social interaction, promotes the communication between space and public, making the exhibition attractive to the visitors. The museums have better attendance of academic groups that pursue knowledge development through playfulness, which is offered by the space. Bearing in mind the interactions performed among the individuals in these locations, the research is intended to acknowledge, through the observation of the visits, the service of the mediator to the students by the nature of gender, in addition to the use of interviews, to understand the conception of the mediators and how the relationships through the perspective of gender are established in the visits. It is a qualitative research, formed by a sample of four mediators; for its development, the study of the content of the interviews with the mediators of the Science Center "Sabina ¿ Escola Parque do Conhecimento" was analyzed, as well as the observed data. In the data analysis, three categories were achieved: naturalization of the binary system; conception of the mediators and the attitude of the mediators. In the data obtained, it was possible to identify differentiations in the behavior of the students by the nature of gender originated by cultural issues, brought in from formal (school) to non-formal (Sabina). The mediators also describe segregation actions held during the visitation in the professional performance of other mediators, among students themselves, and with the teachers, and mention plausible actions to mitigate these differentiations, such as a better use of the non-formal space for discussions on the subject gender, changes on the posture and speech of the mediators, the presence of apparatus/acquis to promote discussions, and a better preparation of the mediators. The identified results provide strategic planning to gender discussions within non-formal learning spaces, be it through exhibiting acquis, educational actions, coaching of mediators and/or teachers.

Thesis (M.Dev. (Planning and Management)) -- University of Limpopo, 2022 / There is a high rate of gender-based violence in South Africa. The study aimed at examining the effectiveness of Ikhaya Lethemba as a community based organisation in empowering victims of gender-based violence in Gauteng province of the republic. In ensuring that the objectives of this study used predominantly qualitative research approach. The study method has been a case study. Representative of the study were selected purposively and participants were ten staff members including principals of Ikhaya Lethemba along with twenty-four respondents. The sample consisted of thirty-four participants. As this was predominantly qualitative study, data collection was using semi structured in-depth interviews. The narrative data from the interview guide was analysed qualitatively through open-ended questions. Data was also collected by using closed-ended questions for responding to semi-structured questions. Patterns of experiences were noted from the emerged themes. Those emerged themes were then grouped together. The main findings indicated that Ikhaya Lethemba played a significant role in empowering gender-based violence victims in Gauteng province, South Africa. The study discussed the nature of gender based violence experienced by the respondents, the legislative and policy framework in responding to gender based violence within the Republic of South Africa, and to examine the effectiveness of Ikhaya Lethemba as a community based organisation in empowering victims of gender based violence.