The purpose of this study was to examine any potential relationship between  management’s perception of gender issues and strategic renewal, internal stakeholder pressure and strategic renewal, as well as the potential moderating influence of external stakeholder pressure on both relationships. Gender and stakeholder theory, as well as strategic renewal, are important themes in business research, although their intersection has not previously been studied to this degree. This research follows a positivist methodology and utilizes data collected from an online survey given to several hundred corporate employees, the vast majority of whom are managers. The findings show a positive correlation between managers perception of gender issues and strategic renewal, as well as internal stakeholder pressure felt by managers and strategic renewal. External stakeholder pressure was found to significantly moderate the relationship between internal stakeholder pressure and strategic renewal, but was not found to be significant in the relationship between the perception of gender issues and strategic renewal.

In October 1976, approximately 200 women from seven states met in Boone, North Carolina, at the National Advisory Council on Women's Education. In December 1976, thirty-five of these women met again at Mars Hill College and created a non-profit organization, the Council on Appalachian Women, advocating the advancement of women's education, services, and research to benefit women in the Appalachian region. During its four-year existence, the Council held a total of 71 public forums on Appalachian women's issues. Members worked to promote child development, maternal and infant health care, employment training, and education for women. The Council on Appalachian Women understood the obstacles and embraced the people of the region and served as an example of how to effect change for women in the rural Appalachian South. The organization disbanded in May 1981.

No description available.

This thesis explores students' experiences of specialist information technology (IT) courses at the secondary school level in New Zealand. It asks whether students experience a gendered curriculum culture in relation to specialist IT subjects. The exploration involves a survey of national curriculum arrangements and detailed consideration of the manner in which the curriculum is implemented in practice by teachers and experienced by students in three case study classes in a conventional high school, Kahikatea High School (KHS). These classes are year 12 computer studies (CPS) and years 12 and 10 text and information management (TIM). Twenty-two students were the focus of detailed observation in the course of a year. It is found that students experience a gendered IT curriculum culture at KHS, which takes form in both gendered subject and classroom cultures. Gendered subject cultures are established in part through national curriculum structures that maintain subjects from historically gendered domains. Conservative local subject arrangements at KHS contribute to a gendered curriculum in practice. The curriculum takes on a gendered character as a function of choice - teachers' choices about subjects they will offer and the way courses are organised and presented, and students' choices about what subjects they will take. Particular subjects and courses are associated with nominally masculine and feminine computer practices and are thereby imbued with masculine and feminine subject identities. There is considerable variation and nuance in the way students experience different IT courses and in the meanings they make of their experiences. In short, individual students experience the same course differently. They are influenced to greater and lesser degrees by a range of factors, including expectations, prior experience, classroom pedagogy, classroom relationships and performance. Also, individual students are negotiating their masculine and feminine identities as students of IT and computer users as they participate in specialist IT courses and in other arenas of their lives. As they negotiate their roles as computer users and students of IT at KHS, males and females are established in relations of power or authority with the technology and with each other - as computer controllers, aspirant controllers and competent users. These relationships have a gendered character that derives from the attribution of the status of controllers to (some) males and the exclusion of females from this group. However, individual males and females aspire to and are attributed the characteristics and status commensurate with a range of user roles. Gender is a factor in individual students' experiences, but in ways that defy stereotyping and that are highly individualised. All this suggests that gender is not essential in the sense that it implies sameness, but also that gender is not passé or inconsequential as a factor in students experiences of specialist IT courses. Gender relations are a fundamental and inescapable feature of students' experiences of the IT curriculum in practice at KHS.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-02-07T16:13:34Z No. of bitstreams: 1 ANA LÚCIA DOS SANTOS PIEDRAS.pdf: 725750 bytes, checksum: b010ff0244e11962391b35d1d6bddf66 (MD5) / Made available in DSpace on 2018-02-07T16:13:34Z (GMT). No. of bitstreams: 1 ANA LÚCIA DOS SANTOS PIEDRAS.pdf: 725750 bytes, checksum: b010ff0244e11962391b35d1d6bddf66 (MD5) Previous issue date: 2017-12-22 / The study brings discussions about the multifaceted identities of characters in Mulheres de cinzas, by Mia Couto. The discourse can be analyzed with perspectives of the deterritorizalization, thus, aiming like main objective the identities of the Mozambican people in the process of the colonization in the form of mosaic of the language and specific objectives as the elucidation of the discourse in the imaginary universe and the revelation of the fantastic, with symbols of myths, beliefs, dreams and reveries in the universe of the female being, in the face of the macho and oppressive tradition. The deterritorialization of the colonizer and the colonized is revealed in the discourse. The methodology adopted for the research brings together authors such as Homi Bhabha and Gilbert Durand to show the narrative locus and understanding of reverie towards liberation. Feminism and gender equality are part of the deconstruction of cultural roots. Fiction is shown beyond the frontiers of African history, uniting worlds as if they were one. Thus, the points highlighted in the chapters present the desterritorialization of the being and the dialectic of the colonized and the colonizer. / O estudo traz discussões sobre as identidades multifacetadas de personagens na obra Mulheres de cinzas, de Mia Couto. O discurso pode ser analisado com perspectivas da desterritorizalização, apontando, desse modo, como objetivo principal as identidades do povo moçambicano no processo da colonização em forma de mosaico da linguagem e como objetivos específicos a elucidação do discurso no universo imaginário e a revelação do fantástico, com símbolos de mitos, crenças, sonhos e devaneios no universo do ser feminino, frente à tradição machista e opressora. A desterritorialização do colonizador e do colonizado é revelada no discurso. A metodologia adotada para a pesquisa reune autores como Homi Bhabha e Gilbert Durand para mostrar o lócus narrativo e a compreensão acerca do devaneio rumo à libertação. O feminino e a igualdade de gênero fazem parte do recurso da desconstrução do enraizamento cultural. Mostra-se a ficção além das fronteiras da história africana, unindo mundos como se fossem um só. Assim, os pontos destacados nos capítulos apresentam a destorritorialização do ser e a dialética do colonizado e do colonizador.

<p>Contemporary family life and intimate relationships today are characterised by increasing heterogeneity. In the growing body of research on this differentiation, the role of the elderly people has largely been ignored. But to an increasing extent the "young old" (65-74 years of age), in particular, are active participants in the process of the differentiation of intimate relationships. One of the least researched contributions of the elderly to the restructuring of contemporary intimate relationships is the establishment of lastint intimate relationships that do not include a mutual home, i.e. an alternative to marriage or other forms of cohabition. This type of relationship is referred to as Living Apart Together (henceforth LAT-relationships. In Swedish: särboende). The aim of this thesis is to examine LAT-relationships among elderly heterosexual individuals in Sweden, focusing in particular on the influence of this type of relationship on commitments, intimacy and autonomy. A major dilemma is the question of who should provide the care and service that ageing often demands. A pluralistic methodological approach has been adopted in the four differnt papers in this thesis, whick includes the use of a qualitative pilot study, a broad quantitative questionnaire study, a qualitative interview study and finally a qualitative study with a lifestory perspective.</p>

Philosophiae Doctor - PhD / The present research examines the post-formative Islamic legal literature surrounding the question of women’s leadership to gauge whether and to what extent the development of Islamic legislation pertaining to women was determined by genderattitudes prevalent in Muslim society. There are three main theories to explain the prevalence of Islamic legal rulings divesting women of leadership roles. The first is the traditional view that these rulings are best explained by the application of the theoretical and hermeneutical approaches of classical Islamic legal theory to the Islamic source texts, the Qur’ān and Sunnah. The second is that the rulings are best explained as the consequence of the widespread gender attitudes in near-eastern society during the formative and early post-formative period of Islamic Law. The third is that legal inertia is the primary factor in explaining the existing post-formative Islamic legal corpus and little can be determined from it regarding the origin and early perpetuation of the laws. These competing theories are tested and explored by returning to a broad survey of Islamic legal texts from the four canonical schools of thought. The relevant passages from these texts are first translated and then examined according to three separate analytical approaches – a legal-hermeneutical analysis, an analysis of gender motifs, and a diachronic analysis of legal arguments – to explore the ways in which classical legal scholars arrived at and justified the prohibition of female leadership in politics, the judiciary, and congregational prayer. Key

A presente pesquisa busca analisar os conflitos de valores em uma política pública para a diversidade na escola. Para tanto, inicialmente é feita uma discussão teórica que problematiza a questão dos valores nas políticas públicas. A partir dessa discussão e também da reflexão sobre as questões de gênero e sexualidade nas sociedades modernas, o curso piloto Gênero e Diversidade na Escola, realizado em 2006, é analisado. O curso se destinou à atualização de 1.200 professores do 3 e do 4 ciclo (antigas 5 a 8 séries) do Ensino Fundamental da rede pública do país nas temáticas de gênero, sexualidade e orientação sexual e relações étnico-raciais, tendo sido elaborado numa parceria entre a Secretaria Especial de Políticas para Mulheres, o Ministério da Educação, a Secretaria Especial de Políticas de Promoção da Igualdade Racial, o Conselho Britânico e o Centro Latino Americano em Sexualidade e Direitos Humanos. O curso, por ter sido oferecido a distância e ambientado em uma plataforma virtual de aprendizagem, gerou diversos materiais. Para essa pesquisa foram utilizados principalmente os relatos dos cursistas e dos professores on-line nos fóruns de discussão de caso. A partir desses relatos observou-se que a discussão do assunto sexualidade apresentou alguns conflitos entre os valores promovidos pelo curso e os valores apresentados pelos cursistas. Essa conflito se tornou ainda mais evidente ao se comparar as discussões sobre sexualidade com as discussões dos temas ligados ao gênero e à questão racial, que fluíram com uma menor número de entraves. A concepção de sexualidade que o curso promoveu se pautou nas ciências sociais, enquanto a concepção dos cursistas esteve mais de acordo com uma concepção de moral e ciência mais tradicional e fechada. / This research seeks to analyze the conflict of values in public policy for diversity in school. Thus, initially there is a theoretical discussion that problematizes the issue of values in public policy. From that discussion and reflection on issues of gender and sexuality in modern societies, the ongoing pilot Gender and Diversity in Schools, held in 2006, is analyzed. The course is intended to update 1200 teachers of the 3rd and the 4th cycle (former 5th through 8th grades) in the public elementary school in the country on issues of gender, sexuality and sexual orientation and ethnic-racial relations, and was developed in partnership between the Special Secretariat for Policies for Women, the Ministry of Education, the Special Secretariat for Policies to Promote Racial Equality, the British Council and the Latin American Center on Sexuality and Human Rights. The course, being offered by distance in a virtual learning platform, has created various materials. For this research were mainly used the online teachers forums for discussion of case. From these reports it was noted that discussion of sexuality issue presented some conflict between the values promoted by the course and the values of the students. This conflict became even more evident when comparing the discussions about sexuality with the discussions of the issues related to gender and race, which flowed with a smaller number of barriers. The conception of sexuality that the course promoted is guided by the social sciences, while the conception of sexuality os the students was more in line with morality and science with a more traditional and closed point of view.

A presente pesquisa busca analisar os conflitos de valores em uma política pública para a diversidade na escola. Para tanto, inicialmente é feita uma discussão teórica que problematiza a questão dos valores nas políticas públicas. A partir dessa discussão e também da reflexão sobre as questões de gênero e sexualidade nas sociedades modernas, o curso piloto Gênero e Diversidade na Escola, realizado em 2006, é analisado. O curso se destinou à atualização de 1.200 professores do 3 e do 4 ciclo (antigas 5 a 8 séries) do Ensino Fundamental da rede pública do país nas temáticas de gênero, sexualidade e orientação sexual e relações étnico-raciais, tendo sido elaborado numa parceria entre a Secretaria Especial de Políticas para Mulheres, o Ministério da Educação, a Secretaria Especial de Políticas de Promoção da Igualdade Racial, o Conselho Britânico e o Centro Latino Americano em Sexualidade e Direitos Humanos. O curso, por ter sido oferecido a distância e ambientado em uma plataforma virtual de aprendizagem, gerou diversos materiais. Para essa pesquisa foram utilizados principalmente os relatos dos cursistas e dos professores on-line nos fóruns de discussão de caso. A partir desses relatos observou-se que a discussão do assunto sexualidade apresentou alguns conflitos entre os valores promovidos pelo curso e os valores apresentados pelos cursistas. Essa conflito se tornou ainda mais evidente ao se comparar as discussões sobre sexualidade com as discussões dos temas ligados ao gênero e à questão racial, que fluíram com uma menor número de entraves. A concepção de sexualidade que o curso promoveu se pautou nas ciências sociais, enquanto a concepção dos cursistas esteve mais de acordo com uma concepção de moral e ciência mais tradicional e fechada. / This research seeks to analyze the conflict of values in public policy for diversity in school. Thus, initially there is a theoretical discussion that problematizes the issue of values in public policy. From that discussion and reflection on issues of gender and sexuality in modern societies, the ongoing pilot Gender and Diversity in Schools, held in 2006, is analyzed. The course is intended to update 1200 teachers of the 3rd and the 4th cycle (former 5th through 8th grades) in the public elementary school in the country on issues of gender, sexuality and sexual orientation and ethnic-racial relations, and was developed in partnership between the Special Secretariat for Policies for Women, the Ministry of Education, the Special Secretariat for Policies to Promote Racial Equality, the British Council and the Latin American Center on Sexuality and Human Rights. The course, being offered by distance in a virtual learning platform, has created various materials. For this research were mainly used the online teachers forums for discussion of case. From these reports it was noted that discussion of sexuality issue presented some conflict between the values promoted by the course and the values of the students. This conflict became even more evident when comparing the discussions about sexuality with the discussions of the issues related to gender and race, which flowed with a smaller number of barriers. The conception of sexuality that the course promoted is guided by the social sciences, while the conception of sexuality os the students was more in line with morality and science with a more traditional and closed point of view.

Contemporary family life and intimate relationships today are characterised by increasing heterogeneity. In the growing body of research on this differentiation, the role of the elderly people has largely been ignored. But to an increasing extent the "young old" (65-74 years of age), in particular, are active participants in the process of the differentiation of intimate relationships. One of the least researched contributions of the elderly to the restructuring of contemporary intimate relationships is the establishment of lastint intimate relationships that do not include a mutual home, i.e. an alternative to marriage or other forms of cohabition. This type of relationship is referred to as Living Apart Together (henceforth LAT-relationships. In Swedish: särboende). The aim of this thesis is to examine LAT-relationships among elderly heterosexual individuals in Sweden, focusing in particular on the influence of this type of relationship on commitments, intimacy and autonomy. A major dilemma is the question of who should provide the care and service that ageing often demands. A pluralistic methodological approach has been adopted in the four differnt papers in this thesis, whick includes the use of a qualitative pilot study, a broad quantitative questionnaire study, a qualitative interview study and finally a qualitative study with a lifestory perspective.