No / After reviewing the literature on leadership that culminated in what has been described as the `New Paradigm¿, this article discusses the research which has led to the development of what might be regarded as a `New New Paradigm¿ model. The research was based on a gender-inclusive and black and minority ethnic-inclusive sample of over 3,500 managers and professionals, at different levels (chief executives, top, senior and middle managers), working in the UK National Health Service and local government. The model that emerged, which led to the development of a diagnostic 360-degree feedback instrument, the Transformational Leadership Questionnaire, has been found to be sufficiently robust as to generalize to private sector and other public sector organizations. Apart from having been inclusive at all stages of its development, the model is new in that it is based on a `nearby¿ rather than `distant¿ or `heroic¿ approach to leadership, using a Grounded Theory methodology. It leads to an understanding of leadership that goes beyond transformational models and, recognizing the significance of Greenleaf¿s concept of `servant leadership¿, focuses on the development of the individual, in an organizational context.

This study focused on the relationship between gender and science.The position taken was that this relationship is in need of theoretically informed clarification, from a perspective which allows for the questioning of taken-for-granted assumptions about knowledge. Thus, the sociology of knowledge, a discipline concerned essentially with the ideological basis of knowledge, provided the theoretical underpinnings for the study.The study's overall purpose was to advance understanding of the gender/science relationship through the development and testing of a theory. Secondary school science, an area in which the problematic gender/science relationship is of particular concern and an area which suffers acutely from lack of theory in this regard, was selected as the specific focus.The problem central to the study concerned the manner in which the structure of curriculum and assessment in secondary schools appears to influence the relationship between gender and science. In addressing this problem, the study involved two major tasks. The first task was to develop a theory which reconceptualises and integrates three strands of previous research, namely, (i) theories about the sociology of knowledge and the school curriculum, drawing initially on the research of Bernstein (1971b), Young (1971b) and Broadfoot (1979); (ii) empirical research, conducted mainly by science educators, concerning the manner in which science curriculum and assessment policy and practice appear to interact with gender; and, (iii) theories developed from the postmodernist feminist critique of science. The second task was to test this theory through a socio-historical analysis of patterns of sex differences in participation and achievement in secondary school science in one Australian State, namely Western Australia.The theory of the gender code of school science is the major outcome of the integration ++ / of the intellectual and empirical activities described in this thesis. Essentially, it is a conceptual, sociological framework in which gender is a central category. It is shown, in this study, to have both descriptive and predictive power with respect to the gender/science relationship at secondary school level.

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An article by managing director of the Linguistische Unternehmensberatung (LUB GmbH), Dr. Simone Burel, and consultant for gender-fair language, Franziska Saur.

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This paper investigated the use of sexist language in English vocabulary by examininggender asymmetry and sexism in contemporary written discourse. The traditional sexistlanguage often reinforces gender stereotypes and inequalities. In English, the masculineterms are considered the unmarked form (the norm) while the feminine terms are marked.This paper discussed different types of gender asymmetry in languages in relation to themarkedness theory, and introduced the gender-inclusive alternatives to traditional sexistlanguage, such as using gender-neutral pronoun, using gender-neutral title Ms., usinggender-neutral working titles such as Police officer, Firefighter and Spokesman. In orderto evaluate how gender-inclusive language is actually used in the US, this paperconducted a diachronic research of sexist and gender-neutral terms in news articles fromthe New York Times (NYT) from 1965 to 2015, uncovering a gradual increase in the useof gender-inclusive language over time. The findings are compared with two prior studiesof sexist language in British written discourse. The results indicated that masculinepronouns and social titles continue to be prevalent in the NYT, along with the UK.However, the feminine title Ms. is more commonly used in the US as opposed to the UK.Additionally, certain gender-neutral working titles such as police officer and firefighterhave become the most frequently used terms. In contrast, terms such as spokesman arestill very unpopular in the UK and the US. This paper concluded with a future vision ofthe application of gender-neutral vocabulary in written discourse.

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This thesis examines how women's participation in peace negotiations impacts the gender inclusivity of Truth and Reconciliation Commissions (TRCs) in Côte d'Ivoire, Liberia, and Colombia. It explores whether higher degrees of women's involvement led to more gender-inclusive TRCs, hypothesising that increased participation results in better integration of gender considerations. Using secondary data and primary interviews from Colombia, the study highlights political pressure as a key causal mechanism. Findings reveal that in Côte d'Ivoire, significant grassroots activism by women without formal negotiation roles led to moderate gender inclusivity in the TRC. In Liberia, limited formal participation in peace negotiations, combined with strong grassroots advocacy and post-conflict decision-making roles for women, resulted in a highly gender-inclusive TRC. In Colombia, women's formal involvement in peace negotiations, alongside continuous advocacy by women’s organisations, led to over 100 gender-specific provisions in the peace agreement, fostering a robust gender-inclusive TRC. These results partially support the hypothesis, showing that higher women's participation generally leads to more gender-inclusive TRCs. The research underscores the importance of institutionalising gender perspectives, leveraging political pressure, and ensuring international support to achieve inclusive and sustainable peace processes. It offers practical insights for enhancing gender inclusivity in transitional justice mechanisms like TRCs.