Global ETD Search

81	The role of educated/ intellectual women in Ethiopia in the process of change and transformation towards gender equality 1974-2005 Biseswar Indrawatie 02 1900 (has links) This thesis is a critical review of educated women’s leadership in their emancipation in Ethiopia. Did they provide leadership and to what extent? It is to be noted that educated women’s leadership has been of great importance to women’s emancipation worldwide. Strong leadership was also the driving force behind women’s movements and feminism everywhere. However, the role of educated women in Ethiopia is hard to discern and their leadership efforts are largely invisible. On the other hand, many among the educated also lack the passion and desire to commit themselves in the fight for women’s emancipation. In this thesis I researched the settings and frameworks of women’s leadership and discussed the factors that function as limitations and/or opportunities. Overall there were more limitations than opportunities. These limitations are often historically rooted in the country’s religious, cultural, economic, political and traditional systems. And, as much as history and religion can be a source of strength and pride for many, they can also be a serious obstacle. The political regime of the Derg also scarred an entire population to the extent that despite the currently proclaimed ‘freedom’ of the EPRDF ruling party, women remain reluctant to step forward and claim their rights. The ruling party appears to appropriate women’s emancipation as a “private” interest and to use it for political gain, in the same manner as the Derg regime had done before it. Nowhere is there any sign of genuine freedom and equality for women in practice. Rhetoric reigns supreme through laws and policy documents, but they are not matched by genuine actions and concrete strategies. The traditional religious base of society is also making it more difficult to challenge autocratic tendencies of the ruling elite. The effect is that civil society is slowly being pushed to extinction, leaving the ruling party in charge as the main actor in all public services. This has serious consequences for the genuine emancipation of women in the country. The thesis finds that women’s leadership is not a luxury or personal demand, but a crucial step for the development of the country at large. It is encouraging to note that there are different sections of active women in the country waiting for strong leadership, leadership that can unite them into a movement and guide them on their unique emancipation paths. After all, it is only women themselves who, with their existing epistemic advantage, can transform their situation and change their status. / Sociology / D.Litt. et Phil. (Sociology) Educated women Feminism Women's emancipation Women's movement Feminist discourse Ethiopia Leadership 305.420963 Discrimination in employment -- Ethiopia Women -- Education -- Ethiopia Women -- Employment -- Ethiopia Women -- Ethiopia -- Social conditions Women -- Ethiopia -- Economic condition Leadership in women -- Ethiopia Affirmative action programs -- Ethiopia Feminism -- Ethiopia Ethiopia -- Politics and government
82	Diversidade sexual na escola: um "problema" posto à mesa. / Sexual diversity in schools: a "problem" brought on the table JOCA, Alexandre Martins January 2008 (has links) JOCA, Alexandre Martins. Diversidade sexual na escola: um problema posto à mesa. 2008. 184f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2008. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-03T13:56:17Z No. of bitstreams: 1 2008_Dis_AMJoca.pdf: 1646682 bytes, checksum: 850a393189ee56cc09083a0a3f22c758 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-20T11:27:02Z (GMT) No. of bitstreams: 1 2008_Dis_AMJoca.pdf: 1646682 bytes, checksum: 850a393189ee56cc09083a0a3f22c758 (MD5) / Made available in DSpace on 2012-07-20T11:27:02Z (GMT). No. of bitstreams: 1 2008_Dis_AMJoca.pdf: 1646682 bytes, checksum: 850a393189ee56cc09083a0a3f22c758 (MD5) Previous issue date: 2008 / This research is a paper about sexual educated education through the dialog between school and the homossexual movement in teaching continued formation about gender and sexual diversity, done by The Grupo de Resistência Asa Branca – GRAB, in 2007, with Fortaleza’s public schools’ educators. The dialog about the destruction of the meanings and senses attributed to the human sexuality, with the objective of facing the social unequalities born from homofobia directed to lesbians, gays, bisexuals, transvestites and transexuals – LGBTT. In this way, the present research debates the fragilities and the possibilities of the schools to the development of educative practice of recognizing and defense of the gender’s identity and of sexual diversity, in a way to comprehend its limits and to observe its opportunities. So, it is intended to contribute with the constitution of a sexual educated education on facing the homofobia, in the sense of thinking of educative practices, which provides positive social relationships with LGBTT in the school environment. / Esta pesquisa é um trabalho sobre a educação sexual escolarizada através do diálogo entre a escola e o movimento homossexual no processo de formação docente continuada sobre gênero e diversidade sexual, realizado pelo Grupo de Resistência Asa Branca – GRAB, em 2007, com educadores/as de escolas públicas de Fortaleza/CE. Diálogo sobre a desconstrução dos significados e sentidos atribuídos à sexualidade humana, com o objetivo do enfrentamento às desigualdades sociais oriundas da homofobia dirigida a lésbicas, gays, bissexuais, travestis e transexuais - LGBTT. Desse modo, esta pesquisa debate sobre as fragilidades e as possibilidades da escola para o desenvolvimento de práticas educativas de reconhecimento e defesa da identidade de gênero e da diversidade sexual, visando compreender seus limites e observar suas oportunidades. Assim, pretende-se contribuir para a constituição de uma educação sexual escolarizada de enfrentamento à homofobia, no sentido de pensar práticas educativas que proporcionem relações sociais positivas com LGBTT no ambiente escolar. Escola Movimento Homossexual Educação Sexual Escolarizada Diversidade Sexual School Homosexual Movements Sexual educated education Sexual diversity Homofobia nas escolas – Fortaleza(CE)
83	Étude de la pertinence de réseaux communautaires de pairs pour l'intégration socioprofessionnelle d'infirmières formées à l'étranger Vergé-Brian, Bénédicte 04 1900 (has links) Dans leur trajectoire d’intégration socioprofessionnelle (ISP), les infirmières formées à l’étranger (IFE) sollicitent des réseaux communautaires de pairs (RCP). Le but de cette recherche fut d’explorer la pertinence de ces réseaux. L’étude comporte un devis qualitatif exploratoire selon une posture constructiviste pragmatique. Réalisée dans deux RCP d’IFE ayant complété leur formation en France, 15 personnes ont participé à un entretien : 6 IFE, 4 pairs-bénévoles et 5 partenaires ou experts de l’ISP. L’analyse résulte en une conception de la notion de pertinence selon quatre thèmes : 1) une dimension temporelle qui traduit une dynamique apprenante des RCP, tant dans les réponses individuelles aux IFE qu’aux ajustements apportés suivant l’évolution de réalités politiques de l’ISP ; et 2) une visée de bien-être des IFE ; ceci dans 3) un contexte de rétention d’infirmières. Le quatrième thème suggère que la nature bénévole des RCP module leur pertinence. Une synthèse offre une compréhension systémique de la pertinence des RCP pour les IFE. Celle-ci se situerait surtout à un niveau individuel, en réponse aux réalités des IFE. Cette modélisation suggère, en outre, que l’accroissement de la pertinence des RCP enjoint de se concentrer sur leurs actions et finalités propres, avec l’aide de facilitateurs, plutôt que de mettre des énergies sur la création d’alliances incertaines avec des partenaires aux intérêts divergents. Cette recherche sur une stratégie de type grassroots par et pour des IFE illustre une pratique sociale d’infirmières engagées faisant appel au savoir émancipatoire de la discipline infirmière et aux visées politiques de la profession. / In their socio-professional integration (SPI) trajectory, internationally educated nurses (IENs) seek out support from community peer networks (CPNs). The purpose of this research was to explore the relevance of these networks. An exploratory qualitative study, guided by a pragmatic constructivist epistemology, was conducted in two CPNs of IENs who had completed their training in France. Fifteen persons participated in a semi-structured interview: 6 IENs, 4 peer-volunteers and 5 partners or SPI experts. Qualitative analyses result in four interrelated themes to describe the idea of relevance: 1) a temporal dimension reveals systemic learning capacities of CPNs in their provision of individual responses to IENs, in addition to their iterative adjustments to changing political realities of SPI and 2) a focus on the well-being of IENs in a 3) context of nursing manpower retention. A fourth theme suggests that the voluntary nature of CPNs modulates their relevance. Further synthesis provides an understanding of the relevance of CPNs that, primarily, appears in their timely responses to IENs’ realities, on an individual level. In particular, our resultant systemic model suggests that increasing the relevance of CPNs would require to further channel resources on their own specific actions and purposes, aided by facilitators; rather than attempting to build uncertain alliances with partners who, inevitably, pursue different interests. This research on a grassroots strategy by and for IENs draws attention to an engaged social nursing practice that illustrates the discipline’s emancipatory knowing, in acknowledgement of the political aims of the nursing profession. infirmiers formés à l'étranger intervention par les pairs réseau communautaire intégration socioprofessionnelle bénévoles pratique infirmière pratique sociale infirmière modélisation recherche qualitative internationally educated nurses peer intervention community network socioprofesional integration volunteers social nursing practice systemic modelling qualitative research
84	子どもの教育への期待と母親の就業 / コドモノキョウイクエノキタイトハハオヤノシュウギョウ小野ルチヤ, Ruchiya Ono 21 March 2018 (has links) 本稿では、日本の高学歴女性の就業率がOECD諸国の平均就業率より低い(OECD 2014)原因を数量分析により検証した。本稿は、「母親が就業していると子どもの育児・教育が十分にできないのではないかという不安感が高学歴の母親にある」ことが日本の高学歴女性の就業率に影響しているという仮説を立てた。分析の結果、「子どもの育児・教育のために就業しない」人の中には、高学歴の母親の割合が高いことが検証された。 / The employment rate of highly educated Japanese women is below the average for OECD countries (OECD 2014). Here, I investigated the reason for this by conducting a quantitative analysis to examine the following hypothesis: Highly educated mothers are anxious that, if they become employed, they will be unable to provide sufficient childcare and education for their child. The analysis revealed that highly educated women accounted for a large proportion of women who were not employed in order to prioritize child care and education. / 博士(政策科学) / Doctor of Philosophy in Policy and Management / 同志社大学 / Doshisha University 母親の就業子供の教育高学歴女性進学高校への進学率親の子どもへの期待 mothers' employment child education Highly educated women The parent's expectation to the child
85	The lived experiences of Indian nurses working in the United States : perceptions and attitudes towards nurse-physician collaboration Hale, Robyn Kathleen January 2013 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / Nurse-physician collaboration has received much attention over the past decade in the USA. The release of three reports from the Institute of Medicine implicated poor communication and collaboration among nurses and physicians as a major contributing factor to the incidence of sentinel events and medical errors. Despite the growing awareness of the imperative related to collaboration between nurses and physicians to ensure patient safety, the problem of poor nurse-physician collaboration remains endemic throughout the country. Indian nurses, along with many other internationally educated nurses, comprise 12-15.2% of the nursing workforce in the USA. Little is known about how Indian nurses culture potentially influences their ability to effectively collaborate with physicians to ensure patient safety. The purpose of this study is to understand Indian nurses’ attitudes and perceptions about nurse-physician collaboration. Hermeneutic interpretive phenomenology as influenced by the work of Martin Heidegger guided this study through the use of interviews via Skype. The overall experience of the Indian nurses was of one experiencing a dramatic positive change in nurse-physician collaboration in the USA as compared to India. Four themes emerged describing this phenomenon: Respect/feeling heard, Being Trusted, Assurance of Accountability, and Finding Freedom. Indian nurses practicing in the USA find a freedom that empowers them to collaborate with physicians for patient safety. They, as all nurses may, benefit from continuing educational opportunities that demonstrate ways to collaborate more fully. Collaboration Nurse Physician Internationally Educated Nurses Nursing -- Research -- Methodology Nurse and patient Physician and patient Nurse-physician joint practice Transcultural nursing -- Methods Interpersonal communication -- Research Perception -- Research -- Methodology Medical errors -- Prevention Patients -- Safety measures Hermeneutics Interpretation (Philosophy)
86	Le sens de l’expérience évaluative pour les adultes allophones peu ou pas scolarisés en cours de français langue seconde : la perspective des femmes et des mères de famille issues du Maghreb Mahjoubi, Oumaima 08 1900 (has links) Les adultes allophones peu ou pas scolarisés (AAPPS) rencontrent des défis pour effectuer des tâches essentielles dans la société québécoise en raison de leurs compétences langagières limitées. Leur intégration socioculturelle et professionnelle s’avère donc difficile et soulève des enjeux socioéconomiques tant pour les AAPPS que pour la société en pénurie de main-d’œuvre. En apprenant le français dans le contexte formel de scolarité, les AAPPS font face à d’autres défis d’acculturation aux conventions scolaires, notamment aux évaluations formelles des apprentissages. En étudiant les particularités des AAPPS, Abbott et al. (2021), de même que Gonzalves (2020) ont mis en question l’évaluation de ce public parce qu’elle est faite de l’angle des personnes scolarisées sans considérer la perspective des AAPPS. Quant à Altherr Flores (2020), elle a critiqué la tendance à supposer que les AAPPS comprenaient l’évaluation alors qu’ils ignoraient les attentes des évaluateurs et leur rôle comme évalué selon Simpson (2006). Ces préoccupations soulèvent des enjeux éthiques d’équité, de diversité et de différenciation pédagogique pour une évaluation adéquate, d’où l’intérêt au sens de l’expérience évaluative aux yeux des AAPPS en cours formelle de francisation. Pour ce faire, l’approche phénoménologique de Giorgi (1997) permet d’étudier l’expérience des phénomènes vécus telle que comprise par les acteurs sociaux. L’analyse de six entretiens individuels semi-dirigés menés en arabe maghrébin, auprès de six participantes issues du Maghreb, permet de comprendre l’expérience évaluative des AAPPS comme un processus dynamique et continu d’exploration, d’acculturation et de maturation. L’exploration met en relief les premières expériences évaluatives caractérisées par la confrontation à la nouveauté, la surprise, le stress et le choc de l’échec. En acculturation, les AAPPS approprient l’évaluation et développent des stratégies pour réussir et pour gérer le stress qui diminue, mais demeure présent. Et en maturation, elles et ils réfléchissent sur leur évaluation, échec et réussite en lien avec leur besoin et habileté à l’extérieur de la classe. Ces résultats contribuent à éclairer les angles morts de l’expérience évaluative des AAPPS et présentent un appui pour les conceptrices et concepteurs des évaluations visant ce public. / Allophone adults with little or no schooling (AAPPS) face challenges in performing essential tasks in Quebec because of their limited language skills. Their socio-cultural and professional integration is therefore difficult and raises socio-economic issues both for the AAPPS and for the society facing a labour shortage. Learning French in the context of formal schooling, AAPPS face challenges related to acculturation to school conventions, particularly those of formal learning assessment. Based on the particularities of AAPPS, Abbott et al. (2021) as well as Gonzalves (2020) have questioned the assessment of this audience because it is made from the angle of educated people without considering the perspective of AAPPS. As for Altherr Flores (2020), she criticized the tendency to assume that AAPPS understood the assessment while ignoring the fact that AAPPS might misunderstand the expectations of the evaluators and their role as evaluated according to Simpson (2006). These concerns raise ethical issues of equity, diversity, and pedagogical differentiation for an adequate assessment, hence the interest in the meaning that the AAPPS give to their assessment experience in the formal francization course. The phenomenological approach of Giorgi (1997) makes it possible to study the experience of lived phenomena as understood by social actors. The analysis of the six semi-directed individual interviews conducted with six participants from the Maghreb in Maghrebi Arabic, allows us to understand the evaluative experience of the AAPPS as a dynamic and continuous process of exploration, acculturation, and maturation. Exploration concerns the first evaluative experiences characterized by the confrontation with novelty, surprise, stress, and the shock of failure. In the acculturation phase, AAPPS appropriate assessment and develop strategies to succeed and manage stress that diminishes but remains present. And in maturation, they reflect on their assessment, failure, and success in relation to their needs and abilities outside the classroom. These results shed light on blind spots of the AAPPS assessment experience and provide support for designers of assessment aimed at this audience. évaluation formelle des apprentissages francisation alpha approche phénoménologique de Giorgi emergent readers and writers learners with limited prior schooling formal learning assessment alpha francization phenomenological approach of Giorgi
87	GRAVIDA KVINNORS INTAG AV KOSTTILLSKOTT : En kvantitativ studie med fokus på järn och probiotika / PREGNANT WOMEN´S INTAKE OF DIETARY SUPPLEMENT : A quantitative study focusing on iron and probiotics Lange Bålman, Miriam January 2019 (has links) Sammanfattning Bakgrund Vitamin- och mineralbrister hos gravida kvinnor kan leda till missfall och allvarliga störningar i barnets utveckling. Moderns tarmflora överförs med stor sannolikhet till barnet under förlossningen och kan därför innebära ett viktigt steg i utvecklingen av barnets tarmflora. En tänkbar lösning för att säkra ett adekvat intag kan vara konsumtion av kosttillskott och probiotika. I dagsläget finns osäkra uppgifter om hur många gravida kvinnor som intar tillskott. Syfte Att undersöka hur många gravida kvinnor i Västerbottens län som valde att inta kosttillskott, främst järn och probiotika, samt om det fanns en skillnad mellan olika faktorer och intag. Metod En kvantitativ tvärsnittsstudie där gravida kvinnor (n=1473) från Northpop-studien i Västerbottens län svarade på ett frågeformulär gällande intag av kosttillskott och faktorer som ålder, utbildning, kostregim etc. De statistiska tester som användes var Chi-2-test, oberoende t-test och Mann Whitney U-test. Materialet analyserades i SPSS. Signifikansnivån sattes till p<0,05. Resultat Majoriteten av deltagarna svarade att de intog kosttillskott. Faktorer som ökade intaget av kosttillskott hos gravida kvinnor var högre ålder (p=0,030) jämfört med lägre ålder, högre utbildningsnivå (p=0,006) jämfört med lägre utbildningsnivå och vegetarisk/vegansk kost (p=0,021) jämfört med blandkost. Femtiofem procent uppgav att de intog järntillskott. De faktorer som ökade intaget av järntillskott hos gravida kvinnor var vegetarisk/vegansk kost (p=0,001) jämfört med blandkost. Probiotika intogs av 2 procent. Ett högre intag av probiotika sågs hos personer boende i stadsområde (p=0,024) jämfört med övriga boenderegioner samt de som åt vegetarisk/vegansk kost (p=0,001) jämfört med blandkost. Slutsats Majoriteten av deltagarna intog någon typ av kosttillskott, hälften intog järntillskott och en liten andel intog probiotika. Lågutbildade, yngre, de som äter blandkost och bor utanför stadsområde verkar vara i riskgruppen för att inte inta kosttillskott. / Abstract Background Vitamin and mineral deficiencies in pregnant women can lead to miscarriage and serious disturbances in children’s development. The intestinal flora of the mother is most likely transmitted to the child during childbirth and may lay the foundation for the child's health. One possible solution to ensure an adequate intake may be the consumption of dietary supplements and probiotics. At present, there is insufficient data on supplement consumption among pregnant women. Objective The purpose of the study was to examine how many pregnant women in Västerbotten County chose to consume dietary supplements, mainly iron and probiotics, and whether there was a difference between different factors and intake. Method A quantitative cross-sectional study where pregnant women (n=1473) from the Northpop-study in Västerbotten County responded to a questionnaire regarding consumption of dietary supplements and factors such as age, education, diet etc. The material was analyzed in SPSS with Chi-2-test, independent T-Test and Mann-Whitney U-Test. Using significance level <0.05. Results The majority of participants, 90 percent, responded that they consumed dietary supplements. The factors that increased the intake of dietary supplements in pregnant women were higher age (p=0.030), higher education (p=0.006) and vegetarian/vegan diet (p=0.021). Iron was reported to be consumed by 804 people, 55 percent. The factors that increased the intake of iron supplement in pregnant women were vegetarian/vegan diet (p=0.001). Probiotics were consumed by 25 people, 2 percent. Living in urban areas (p=0.024) and eating vegetarian/vegan diet (p=0.002) increased consumption of probiotics. Conclusion The majority of participants chose to consume some type of dietary supplement, half of the participants consumed iron supplements and a small part consumed probiotics. It appears that pregnant women who are low educated, younger, eating an omnivorous diet and living outside urban areas are in the risk zone for not consuming dietary supplements. / Northpop Pregnant pregnant women woman pregnancy children fetus dietary supplements supplements iron iron supplements probiotics probiotic supplements intestinal flora bacteria gut vitamin vitamins minerals minerals B12 folate diet education low educated highly educated region age intake diet regime northpop Västerbotten Västerbotten County Council Umeå University Umeå Sweden Miriam Lange Bålman Miriam Lange Balman science economist vegetarian vegan mixed diet omnivore urban area country side quantitative nutrition diet dietician dietetics quantitative nutrition diet Chi-2 test independent t-test Mann Whitney U-test Multivitamins (mixture of vitamins) Multi-minerals (blend of minerals) Probiotics Omega-3 fish oil Blutsaft A- vitamin B vitamin vitamin C vitamin D vitamin E folic acid iron calcium beta-carotene vitamin B complex selenium antioxidants zinc magnesium q10 exercise physical activity lifestyle bachelor essay Gravid gravida kvinnor kvinna graviditet foster barn kosttillskott tillskott järn järntillskott probiotika probiotikatillskott tarmflora bakterier tarm vitamin vitaminer mineral mineraler B12 folat kost utbildning lågutbildad högutbildad boenderegion stad landsbygd ålder intag kostregim northpop Västerbotten Västerbottens läns landsting Umeå universitet Umeå Sverige Miriam Lange Bålman Miriam Lange Bålman kostvetenskap kostekonom vegetarisk vegetariskt vegan veganskt blandkost stadsområde kvantitativ näring samhällsrelevans dietist dietetik Chi-2-test oberoende t-test Mann Whitney U-test Multivitaminer (blandning av vitaminer) Multimineraler (blandning av mineraler) Probiotika Omega-3 fiskolja Blutsaft A-vitamin B-vitamin C-vitamin D-vitamin E-vitamin Folsyra Järn Kalcium Betakaroten Vitamin B-komplex Selen Antioxidanter Zink Magnesium Q10 träning fysisk aktivitet livsstil uppsats kandidatexamen Nutrition and Dietetics Näringslära

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