Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisors: Bryan R. Roberts and Christine L. Williams. Vita. Includes bibliographical references.

The idea that women are empowered through their learning and use of ICTs (ICTs are defined as computers, the Internet, and e-mail for the purposes of this thesis) has been adopted by international development agencies and the governments of most nations throughout the world. Hence, many agencies and governments have made courses on computers, the Internet, and e-mail available to women with the aim of empowering them. Empowerment is defined variously and has at its core the social, political, and economic development of women to create equality and challenge patriarchy. Women’s empowerment seeks to bring about societal change that will create conditions and structures that foster and maintain gender equality in all facets of life. This thesis examines the notion of women’s empowerment through ICTs. The first section of the thesis uses development and empowerment literature to define, explain, and critique women’s empowerment and the conditions under which it is supposed to operate. The second section presents, analyses, and discusses the data collected from a questionnaire answered by some Western Australian women on their experiences of ICTs courses offered by the Western Australian government and their subsequent life changes. The questionnaire was designed to establish whether or not women are empowered to create societal change and challenge patriarchy, as suggested in literature. The results from the questionnaire show that the majority of the women in the cohort were empowered to the intrapersonal (or micro-) level only. Hence, there was little evidence for the majority of women of the interpersonal (or meso-) level and no evidence of the societal (macro-) level empowerment of the women through ICTs. Therefore, this study does not support the contention that women are empowered through ICTs.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph.D.)--Murdoch University, 2005. / Thesis submitted to the Division of Arts. Includes bibliographical references (p. 342-372).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Not available / text

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.Med.Sc.) -- University of Adelaide, School of Paeddiatrics and Reproductive Health Research, Discipline of Obstetrics and Gynaecology, 2008. / "January 2008" Includes bibliographical references. Also available in print form.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 17, 2010). Includes bibliographical references (p. 142-163).

This project presents an overview of the entertainment industry's acceptance of women historically within its job market and a changing climate due, in part, to emerging digital technology. Findings suggest the female-disadvantage in procuring a behind-the camera job in the entertainment industry is on the decline. Also, the disparity between the number of women versus men working in this industry appears to be narrowing. New technology seems to be speeding up these processes, due largely in part to its relatively low cost and accessibility. An apparent shift in societal views of gender roles couples with this new technology to help level the career field between men and women in this new media age. This project also serves as a reference guide for individuals seeking to enter a career in the entertainment industry. / Department of Telecommunications