In 1985 the council of Ministers of Education of the European Community agreed upon a Resolution containing an action programme for equal opportunities in education for girls and boys. One element of that programme was the inclusion of equal opportunities in the curriculum of teacher education. This thesis represents a series of developments in research and curriculum development which have resulted in a Community wide Action Research programme by the Commission of the European Communities to implement the terms of the action programme in all member states. The thesis examines the social and occupational status of women in the Republic of Ireland in the light of the differential education received by boys and girls. The participation of women in mathematics. Science and Technology in particular is examined, and, drawing on the author's own data from a sample of girls in second-level schools, conclusions regarding the nature of teacher education programmes are drawn. The central part of the thesis examines the structure of teacher education in Ireland and the place of equal opportunities in the curricula of all the institutions offering pre-service teacher education. This data is evaluated against the available data from the member states of the European Community and leads, in the final part, to a presentation of a model curriculum for the integration of equal opportunities in both pre- and in-service teacher education. Examples of the integration of gender issues in teacher education are provided from the author's own courses, and the thesis concludes with a proposal for an Action Programme to give expression to the model curriculum design presented in the thesis.

Submitted in fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in the Department of Educational Planning and Administration at The University of Zululand, 2009. / The study aims at investigating secondary school principalship with regard to gender. The focal point was to assess the effectiveness of female principals compared with male principals. The following aims were therefore formulated: o to determine whether women principals in secondary schools are perceived by educators, school governing bodies and learners to be effective as leaders, o to establish if women are perceived by educators, school governing bodies and learners to be more or less effective than men, o to assess the educational environment in regard to the movement towards a culture in which female principals are treated equally to male principals in schools, o to determine, through literature review, what constitutes effective leadership, o to determine whether there are specific leadership styles associated with male or female principals, o to identify barriers experienced by women who aspire to leadership positions and o to determine if the status of being a female or male influences perceptions of female principals. The study was based on some leadership theories such as trait, behavioural, contingency, transactional and the transformational theories. These theories served as the criteria for evaluating female school principalship versus male school principalship. The study revealed that these theories do apply to schools, that is, they really are relevant to the schools, regardless of gender. In order to address adequately the problems being investigated, the investigation was undertaken of the perceptions of educators, school governing bodies’ chairpersons, learners’ presidents and female principals regarding school principalship and gender. The sample therefore consisted of the four above-mentioned categories. Two instruments were used for data collection: questionnaires were for the first three groups and interviews for the female principals. The study established the following problem areas: lack of school vision, interpersonal skills, conflict management skills, transformational skills and communication skills on the part of some school principals; problems experienced by female school principals which were caused mostly by male school stakeholders; and the inability on the part of female principals to impose discipline. The data was analysed both quantitatively and qualitatively. In view of the findings of the study, the researcher proffered several recommendations.

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Brain development in children has always been fascinating to me; it was the reason I chose to major in Early Childhood Education. I have often wondered how the expectations and behavior of parents and teachers affect young children academically. Specifically, how do early gender messages from adults, peers, and the popular media have a powerful impact on the development of young brains? The professional responsibility of all educators is to help every child reach their full potential. This thesis explored the potential impact early childhood educators have in developing and reinforcing stereotypes that can affect children academically by surveying teachers about their own backgrounds, thoughts and feelings about their male and female students. Confirming my belief that most teachers had similar backgrounds I was able to find that among the 59 respondents surveyed; 98% were female, 81% attended mixed gender public schools, 85% grew up in a two-parent home and 90% had a father working full-time outside of the home. While looking for similarities in descriptive language I was able to find that given a choice of 14 words from a word bank teachers used the same terms over and over to describe their male and female students. Teachers chose words that described physical characteristics when recalling their male students and chose emotional words when they were asked to describe their female students. When teachers were asked to recall which students they believed to be the most challenging in their classrooms and to identify the gender of these students, they identified male students three times more than their female students. I was left wondering if the mostly female teachers who all shared similar backgrounds were transferring unconscious bias onto their students. Why was the descriptive language they used so similar? Why were males students identified as challenging so much more than female students?

The LapDance Scholarship was conceived in November of 2009, opened for applications in December 2010, and awarded its final scholarship in October 2012. The Scholarship has been awarded to ten recipients for the funding of their art projects. The total monies awarded totals $2,886. The Scholarship was created by Hailey Jude Minder and administered by Emily Moran Barwick. Part of its inspiration was the idea of funding something as decidedly "high brow" as fine art with something as decidedly "low brow" as lap dancing (to borrow from the chosen vernacular of the high court justices of New York in their recent ruling). The LapDance Scholarship was open to any Iowa City resident, and was awarded on a monthly basis. All applications were submitted through the blog lapdancescholarship.blogspot.com. The Scholarship is a multi-faceted project that has spanned three years, involved thousands of hours of labor, and funded ten artistic endeavors with both local and international applications. While the Scholarship itself is simple in its premise (artist applies, artist is chosen, Hailey performs lap dances, Hailey gets money, money is given to artist), the history, development, and inherent implications and issues of the Scholarship are anything but. In the following pages, I attempt to offer some of the layers of this project. I will delve into the history and development of the Scholarship as well some of the foundational thought processes underlying its conception and issues sparked by its existence. I do not claim to have produced an exhaustive analysis on all of the various elements arising from and inherent within the Scholarship, but rather an intimate view of certain aspects, moments, and thoughts. I have intentionally left out any hard and fast conclusions. I find that approach neither productive nor realistically possible. Nothing here is black and white, including my own identity and position. I am so personally entwined with this project, as it has come, literally, from my body and mind, that I cannot successfully separate myself as an objective viewer and analyst. Nor can I fully separate Emily and Hailey. So I offer you instances, layers, windows in. I offer you select parts, allow you to look, touch, consider. I offer you some of what I have to give. I offer you some, but not all.

This book is concerned with what happens to women when wars officially end. Along with several other volumes it recognises that women face particular difficulties at such ¿aftermath¿ moments which often have very strong continuities with what happened during wars, and with the nature of gender relations in society prior to armed conflict. At the international level remarkable progress has been made; in establishing women¿s legal rights; in the identification of sexual violence as a potential war crime, and even progress in some women¿s abilities to access such legal frameworks. Nonetheless, when faced with a post-war backlash from men and the state, women in highly varied cultural contexts tend to face distinct difficulties as they seek justice for crimes committed against them during and after wars; when they attempt to participate in ¿truth and reconciliation¿ endeavours, and when they attempt to re-build their lives. This book explores how far we have come both through international frameworks and in particular countries, and examines the ways in which the endings of war still often bring highly gendered challenges for women which are themselves often violent.

UNESCO has been a forerunner in the field of mainstreaming of gender which is evident in countless conferences and publications, notably in its Checklist for the Integration of Gender Issues in the Evaluation of UNESCO’s Programmes (UNESCO 1999b ). The branch with special responsibility for questions of Adult Literacy has been the UNESCO Institute of Education (UIE). Careful historical-comparative analysis of its publications reveals a varied picture on the question of gender. On the one hand it has published evaluation manuals (Bhola 1990, Easton 1996) in which gender goes virtually unnoticed. And on the other there are collected essays of workshops organised and published by the UIE which present some of the strongest voices on the subject, notably Sara Longwe (1997, 1999a), the exponent of the evaluation tool, Women’s Empowerment Framework. While personnel changes in the UIE in the course of the nineties may be a partial explanation, there are other ambiguities in its policies and practice which are not as easily explained. When the evaluation reports of literacy programmes published as exemplary practice by the UIE are examined they reveal some striking differences. Two evaluations of literacy programmes in Sub-Saharan Africa were analysed, one in Oyo State, Nigeria (Omolewa et al. 1998) and the other being the National Literacy Programme of Namibia (Lind 1996). The methods of analysis were both the UNESCO Checklist and the Women’s Empowerment Framework. They both have received wide acceptance within this particular field. Furthermore, their use provides a means of internal comparison. What the study reveals is a striking discrepancy between such policy and the actual practice of evaluation, and at the same time it becomes clear that the Women’s Empowerment Framework is the more rigorous of the two. Particularly in the analysis of the Oyo programme evaluation it becomes evident that such a gender approach is able to uncover significant failures, particular with regard to its patriarchal notion of “empowerment”. Although it too falls short of the standards, the evaluation of the Namibian programme comes a lot closer to the requirements. An explanation for the discrepancy between the two may be located in the fact that whereas the Oyo evaluation was conducted by a team of local consultants, all of whom were male, the Namibian evaluation was a joint local-international initiative with an equal male-female balance. Further study of UIE’s other published evaluation reports would however be necessary in order to confirm such a conclusion. What the study does succeed in establishing is the way in which the role of UNESCO through the UIE’s has been that of a facilitator. By bringing different emphases into dialogue with one another it has served to open up new directions in the field of gender and literacy programme evaluation. / Public Administration / M.A.

Background: A growing number of older people, mainly women, live in single households. They represent avulnerable group as staying at home may turn out challenging when care needs increase, particularly at the end oflife. Non-kin-carers can play an essential role in supporting individuals' preferences to stay at home. In research Little attention has been paid to non-kin-carers, such as friends and neighbors, yet. Thus, the Older People Living Alone (OPLA) study will evaluate whether non-kin support is robust enough to enable care dependent people to stay athome even at the end of life. This paper aims to introduce the research protocol. Methods: We plan to apply a qualitative longitudinal study to better understand how older people living aloneand their non-kin-carers manage to face the challenges with increased care needs towards the end-of-life. We willconduct serial interviews with the older persons living alone and their non-kin-carers. A total of 20-25 completedata sets and up to 200 personal interviews were planned. These will be complemented by regular telephonecontacts. All interviews will be analysed following the grounded theory approach and strategies for reconstructingcase trajectories, supported by MAXQDA software. In the course of the study, inter- and transdisciplinary workshopsshall assure quality and support knowledge transfer. Discussion: This study protocol aims to guide research in a field that is difficult to approach, with regard to itstopic, methodology and the interdisciplinary approach. As this study introduces longitudinal qualitative Research methodology in the field of home care in Austria, a deeper understanding of (end-of-life-) care trajectories will beenhanced, which is of major relevance for future care planning. With investment in additional reflexivity andcommunication procedures innovative results and robust knowledge are expected outcomes.

Sweden is regularly listed as one of the best countries in the world in terms of gender equality, often portrayed as a role model compared to the rest of the world. However, occupations tend to comprise disproportionately large numbers of women or men. The games industry is no exception, were women represent only 15 per cent of the workforce, of which only a small percentage  of those  actually work with the game production. This implies negative consequences both in terms of business performance and inequality working conditions. This thesis aims to increase the understanding of why there are so few women within the games industry through an investigation of the attitudes and work experiences  among Swedish female game workers. From a gender perspective, the ongoing construction of gendering practices is problematized, drawing on the study of a Swedish game company and interviews with  seventeen female game workers. We found that the general attitudes towards the games industry are positive. The passion for games was the most significant common factor for all women and in general, women expressed a friendly culture and satisfying workplace conditions. However, the analysis of women’s  work experiences revealed that the industry has gender issues, where women are routinely disadvantaged in favor of men. The widespread stereotype that women are just not as interested or just not as good as men, works against them. Women suffer fewer opportunities to advance, particularly in reaching top management positions and homosocial practices occurs in the recruitment  process as well as within the internal jargon. Hence, the gender power structure problematized in this  study, manifest itself through  multiple negative implications for women.

Reform initiatives such as Science for All Americans (AAA, 1989) and National Science Education Standards (NRC, 1996) argue for making science accessible to all children regardless of age, sex, cultural and/or ethic background, and disabilities. One of the most popular and prevailing phrases highlighting science education reform in the last decade has been science for all. In terms of making science accessible to all, science educators argue that one role of science teachers ought to be to embrace students’ experiences outside of the science classroom by becoming aware and inclusive of the cultural resources that student’s households contain. Moll, González and Amanti (1992) termed these cultural resources as funds of knowledge which refer to culturally developed bodies of knowledge and skills essential for household well being. This study examined the career transition of a former Latina scientist from a research scientist to a high school science teacher. Her lived experiences that influenced her career transition were examined using interpretive biography through a feminist theory lens. The following question guided the study: How have the lived experiences of the participant as engaged through cultural, historical, and social interactions influenced a transition in career from a research scientist to a classroom teacher? A former Latina scientist and her family participated in this study to facilitate the documentation, narration, and interpretation of her career transition. The researcher immersed herself in the field for five months and data collection included in-depth interviews with the participant and her family. In addition, the researcher kept a reflexive journal. Data were analyzed using socio-cultural thematic approach to identify snapshots and to develop emergent themes. Data analysis revealed that the participant’s cultural socialization conflicted with the Eurocentric/Androcentric culture of science found in both the university and research laboratories. Consequently the participant’s strong need to have a family was a powerful contributor to her selection of teaching as a second career. The participant’s lived experiences emphasized a need to explore the impact and interaction of ethnicity and gender in the myopic science culture that has left women and people of other cultures at the doorsteps of the scientific enterprise.