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Dissertations / Theses on the topic 'Cat girl'
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Barnett, Katrina. "Nine Lives: A History of Cat Women, Subversive Femininity, and Transgressive Archetypes in Film." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707290/.
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The intention of this thesis is to identify and analyze the cat woman archetype as a contemporary extension of the transgressive witch archetype, which rampantly appears over the course of cinema history, working as a signifier of a patriarchal society's fear of autonomous and subversive women. The character of Catwoman is the ultimate representation for this archetype on grounds of her visibility, longevity, and ability to return again and again. More importantly, Catwoman and her sisterhood of cat women work against male creators as a means of female empowerment through trickery. Within this thesis, key films of varying genres are drawn from throughout cinema history and analyzed in order to demonstrate the intertextual network of characters that make up the cat woman archetype, and the importance of the Catwoman character in her many forms.
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Harrison, Jeff. "When Girls Can Be Girls." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/622104.
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Zafimehy, Marie. "Black Masculinity and White-Cast Sitcoms : Unraveling stereotypes in New Girl." Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157752.
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For decades, situational comedies — commonly named “sitcoms” — have been racially segregated on TV between Black-cast sitcoms and White-cast sitcoms. Extensive research has been led about representation of Black and White masculinities in this segregated context. This master thesis studies what happens when White and Black males are equally casted as main characters in contemporary sitcoms by offering a case-study of the 2011 sitcom New Girl (2011-2017). How is Black masculinity represented in New Girl, and in which ways does it intersect with contemporary societal issues (e.g. racial profiling, Black Lives Matter movement)? This case-study uses tools, methodologies and concepts, drawn from Black and Intersectional feminism as well as Feminist media studies. Based on a 25 episodes sample of the show, it implements Ronald Jackson’s traditional stereotypes classification and “Black masculine identity theory” (Jackson, 2006) to study representations of Black masculinity in New Girl, through its two main Black male characters, Winston and Coach. Given that representations of minorities in popular culture reflect and influence our contemporary society, the results offer new insights about how sitcoms, series and popculture productions in general can challenge traditional stereotypes and display a more progressive Black masculinity.
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HADDON, ANGELA JENSEN. "HOW THE LET GIRLS LEARN INITIATIVE CAN IMPACT WOMEN’S HEALTH." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612989.
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This study’s intent is to show a positive association between women’s health and
women’s education due to the recent introduction of the Let Girls Learn initiative. Health
and education indicators in five countries that have implemented Let Girls Learn
programs were compared to five countries that have not. The ten countries were
otherwise similar in terms of economy, health, and education at baseline. Data was
collected for life expectancy, infant Mortality Rate, maternal mortality rate, rate of
Cesarean-section, and the ratio of female to male children with less than two years of
schooling over a time period of approximately fifteen years for each country. An
unpaired t-test was then performed on each indicator for both categories of countries to
compare their mean changes over time. A significantly greater improvement in the
countries that have implemented Let Girls Learn initiatives was found for infant mortality
rate. More research on additional women’s health and women’s education indicators
over a longer period of time is needed in order to conclude that the Let Girls Learn
initiative is positively associated with improved women’s health outcomes.
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Estenson, Kimberly. "“A Good Girl Can Fight Her Way Through a Thousand Troops”: An Analysis of Nushu Culture and its International Representation." Wittenberg University Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1617206164352421.
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SANTOS, FILHO Carlos. "Memória espacial e morfometria tridimensional da micróglia de CA1 e do giro denteado do Cebus apella." Universidade Federal do Pará, 2013. http://repositorio.ufpa.br/jspui/handle/2011/4500.
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Previous issue date: 2013<br>O presente trabalho tem o intuito de Investigar possíveis correlações entre a morfologia da micróglia do hipocampo e giro denteado e o desempenho cognitivo individual em teste de memória espacial no Cebus apella. Devido ao bom desempenho do Cebus apella em tarefas cognitivas hipocampo-dependentes, utilizou-se testes selecionados da Bateria Cambridge de Testes Neuropsicológicos (CANTAB) utilizada previamente com sucesso tanto em primatas do Velho Mundo quanto em humanos. Empregou-se o teste motor de adaptação a tela para checar a adaptação dos indivíduos à tela sensível ao toque e o teste de aprendizado pareado (TAP) para avaliar aprendizado e memória espacial. Para o estudo da correlação entre o desempenho individual no TAP da bateria CANTAB e a morfologia da micróglia, foi necessário reconstruir e analisar parâmetros morfométricos selecionados a partir de micróglias reconstruídas dos terços médio e externo da camada molecular do giro denteado e do lacunosum molecular de CA1, empregando microscopia tridimensional. A definição dos limites da formação hipocampal foi feita empregando-se critérios arquitetônicos previamente definidos. Para imunomarcação seletiva de micróglias foi utilizado o anticorpo policlonal (anti-Iba1) dirigido contra a proteína adaptadora ligante de cálcio ionizado Iba-1. A partir de procedimentos de estatística multivariada identificou-se a ocorrência de agrupamentos microgliais baseados em parâmetros morfométricos que permitiram a distinção de pelo menos dois grandes grupos microgliais em todos os indivíduos. Os resultados comportamentais expressos em taxa de aprendizado e alguns dos parâmetros morfométricos da micróglia dos terços externo e médio da camada molecular do giro denteado revelaram significativas correlações, lineares e não lineares. Em contraste, nenhuma correlação dessa natureza foi encontrada no lacunosum molecular de CA1. Nós sugerimos baseado no presente e em trabalhos anteriores que a correlação entre desempenho cognitivo e a complexidade estrutural da glia não é um atributo exclusivo dos astrócitos e que a morfologia da micróglia da camada molecular do giro denteado pode estar associada ainda que de forma indireta ao desempenho individual em testes de memória espacial.<br>This study aims to investigate possible correlations between the morphology of microglia in the hippocampus and dentate gyrus and cognitive performances in individual tests of learning and spatial memory in Cebus apella. Due to the good performance of Cebus apella in hippocampal-dependent cognitive tasks, we used selected tests of Cantab battery successfully used in Old World non-human primates and man. To adapt individuals to the touch screen and to assess spatial learning and memory, Motor Screening Test (MOT) and Paired Associated Learning Test (PAL) were used respectively. To detect possible correlations between microglial morphology and individual performances in the spatal learning and memory tasks, it was necessary to reconstruct and analyze microglial morphological details from the middle and outer one-thirds of the dentate gyrus molecular layer and from the lacunosum molecular layer of CA1, employing three dimensional microscopy. The definition of the boundaries and layers of CA1 and dentate gyrus employed architectural criteria previously defined. For selective microglia immunostaining, it was used polyclonal antibody against the adapter binding ionized calcium Iba -1 protein (anti- Iba1). The occurrence of clusters after multivariate statistical analysis based on microglial morphometric parameters allowed the distinction of at least two major morphological groups of microglia in all individuals. The spatial learning rate and some of the morphometric parameters of microglia from dentate gyrus revealed significant linear and non-linear correlations. In contrast, CA1 did not show any correlation between microglial morphology and behavior. Based on the present and previous studies we suggest that the correlation between cognitive performances and complexity of morphological glial features is not an exclusive attribute of astrocytes and that microglial morphology of the molecular layer of dentate gyrus may be indirectly associated to the performance of individual tests of spatial memory.
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Fry, Jennifer Reed. "'Our girls can match 'em every time': The Political Activities of African American Women in Philadelphia, 1912-1941." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/61373.
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History<br>Ph.D.<br>This dissertation challenges the dominant interpretation in women's history of the 1920s and 1930s as the "doldrums of the women's movement," and demonstrates that Philadelphia's political history is incomplete without the inclusion of African American women's voices. Given their well-developed bases of power in social reform, club, church, and interracial groups and strong tradition of political activism, these women exerted tangible pressure on Philadelphia's political leaders to reshape the reform agenda. When success was not forthcoming through traditional political means, African American women developed alternate strategies to secure their political agenda.
While this dissertation is a traditional social and political history, it will also combine elements of biography in order to reconstruct the lives of Philadelphia's African American political women. This work does not describe a united sisterhood among women or portray this period as one of unparalleled success. Rather, this dissertation will bring a new balance to political history that highlights the importance of local political activism and is at the same time sensitive to issues of race, gender, and class.
Central to this study will be the development of biographical sketches for the key African American women activists in Philadelphia, reconstructing the challenges they faced in the political arena, as feminists and as reformers. Enfranchisement did not immediately translate into political power, as black women's efforts to achieve their goals were often frustrated by racial tension with white women and gender divisions within the African American community.
This dissertation also contributes to the historical debate regarding the shifting partisan alliance of the African American community. African Americans not intimately tied to the club movement or machine politics spearheaded the move away from the Republicans. They did so not out of economic reasons or as a result of Democratic overtures but because of the poor record of the Republicans on racial issues. Crystal Bird Fauset's rise to political power, as the first African American woman elected to a state legislature in the United States, provides important insight into Philadelphia Democratic politics, the African American community, and the extensive organizational and political networks woven by African American women.<br>Temple University--Theses
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Qi, Qing. "How Can We Understand Children’s Literature through Children’s Psychology? : An Analysis of Pippi Longstocking and The Little Girl at the Window according to Jean Piaget’s pedagogy." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104833.
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Nowadays, an increasing amount of psychologists and educators find that literature designed for children plays a very important role in a child’s upbringing. A good children’s book not only influences a child’s psychological development, but is also a useful tool for scholars to research children’s psychology, which reflects children’s thinking regarding certain aspects. Astrid Lindgren’s Pippi Longstocking (1957) and Tetsuke Kuroyanagi’s The Little Girl at the Window (1984) undoubtedly are two representative children’s literatures, which were written during a time where the child's perspective in children's literature was not yet an attitude commonly adopted by narrators in novels. The novels illustrate and highlight children's thinking and reasoning abilities, and the characterization appears to draw on children's developmental cognitive theories, describing a child whose cognition ability recalls Jean Piaget's work and ideas. This thesis attempts to analyze Pippi’s and Totto’s thinking and reasoning and how it can illustrate some of Piaget’s theories about children’s drawing and children’s cognitive development. And a further discussion will be going on in this thesis about how Piaget's work might inform and enrich educational practices in accordance with children’s specific needs at different ages and from different cultural backgrounds.
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Abdallah, Sara. "Role of Intracellular Ca2+ and pH in CO2/pH Chemosensitivity in Neuroepithelial Cells of the Zebrafish (Danio rerio) Gill Filament." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23775.
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Neuroepithelial cells (NECs) of the zebrafish gill filament have been previously identified as bimodal O2 and CO2/H+ sensors that depolarize in response to chemostimuli via inhibition of background K+ channels. To further elucidate the signaling pathway underlying CO2/H+ chemoreception in the NECs we employed microspectrofluorometric techniques to examine the effects of hypercapnia on [Ca2+]i and pHi. NECs increased their [Ca2+]i in response to acidic hypercapnia (5% CO2, pH 6.6) and isocapnic acidosis (normocapnia, pH 6.6), but not to isohydric hypercapnia (5% CO2, pH 7.8). The acid- induced increase in [Ca2+]i persisted in the absence of extracellular Ca2+, and Ca2+ channel blockers (Cd2+, Ni2+ and nifedipine). NECs exhibited a rapid and reversible drop in pHi in response to acidic hypercapnia and isohydric hypercapnia. Isocapnic acidosis also induced intracellular acidification within NECs, but it was less severe than the drop in pHi elicited by acidic hypercapnia and isohydric hypercapnia. The rate and magnitude of intracellular acidification was reduced by the CA-inhibitor, acetazolamide, without effect on the acid-induced increase in [Ca2+]i. Acetate was used to investigate the relationship between pHi and [Ca2+]i. Acetate induced intracellular acidification without augmentation of [Ca2+]i. The results of this thesis demonstrate that (1) extracellular acidification, but not CO2, is critical to the hypercapnia-induced increase in [Ca2+]i (2) the increase in [Ca2+]i is independent of the drop in pHi (3) the increase in [Ca2+]i is not mediated by the influx of Ca2+ across the plasma membrane.
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Gilleece, Patricia. "How can a school based mindfulness intervention help teenage girls who have experienced school related anxiety within the last year?" Thesis, University of East London, 2015. http://roar.uel.ac.uk/4560/.
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This research aims to explore if the implementation of a mindfulness based stress reduction (MBSR) intervention with teenage girls increases levels of mindfulness and well-being and decreases anxiety, as measured by the Mindfulness Attention Awareness Scale (MAAS), Warwick-Edinburgh Mental Well-being Scale (WEMWBS) and The Spence Children’s Anxiety Scale (SCAS), respectively. An exploratory mixed methods design was used, involving sequential data collection. Quantitative data was collected pre and post intervention, qualitative data was collected following the intervention and after the quantitative phase of the study was completed. Combining both qualitative and quantitative data provided a better understanding of intervention impact and generated a rich picture of both process and outcomes. The mindfulness intervention incorporated MBSR techniques and some exercises which were based on Biegel’s (2009) stress reduction workbook for teens. The key findings from this study indicate a significant difference on the students’ levels of mindfulness and well-being as measured by the MAAS and WEMWBS after the intervention took place. There were slight decreases on the SCAS scores however it was not significant. In the semi-structured interviews students highlighted a range of benefits from using mindfulness including: lower levels of stress, improved levels of concentration and attention and higher levels of self-esteem and self-efficacy. These findings are largely consistent with existing literature regarding the use of mindfulness with children and young people.
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Hughes, Leigh A. "Video games help to prepare girls for a competitive future in STEM: An analysis of how video games help to build visual-spatial skills and the positive influence early childhood gaming can have on girls." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1480345885015147.
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Frearson, E. "A Q-methodological study to explore Muslim girls' viewpoints around how a secondary school setting can promote and support their inclusion." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4457/.
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Previous research in the area of meeting the inclusive needs of female Muslim pupils has explored parents’ views, and head teachers’ views (Parker-Jenkins, 1995). There has also been an almost exclusive focus on female Muslim pupils in predominantly ethnic areas (Mac an Ghaill, 1988, 1991). Q-methodology is a research tool which boasts quantitative and qualitative features and aims to provide descriptive accounts of a range of views around a topic. Q-methodology was used to explore the following research questions: (1)What are the viewpoints of female secondary-school aged Muslim pupils on how a secondary school can promote and support their inclusion? (2) How do the viewpoints within the current study relate to previous research and literature? and, (3) What are the implications for schools and EPs in relation to the viewpoints provided by the participants in the current study? 25 female Muslim pupils from one secondary school in a predominantly white area participated in the study. Five main viewpoints were found (two of which were bipolar). These viewpoints are as follows: Factor 1: Individualist approach to inclusion in a school that creates a sense of belonging based upon valuing and respecting Muslim identity. Factor 2: A collectivist approach to inclusion in a school that supports the process of social integration. Factor 3: (positive): Muslim others as significant to feeling included. Factor 3 (negative): A school that provides an Islamic classroom environment and curriculum. Factor 4: A school which extends inclusion to activities and events outside of school. Qualitative interpretations are provided for each of the five factor viewpoints, and the implications of these in relation to education, practice and past research are explored.
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Faust, Catou. "Représentations et gestion des compétences interculturelles. Le cas de Renault." Thesis, Paris Est, 2015. http://www.theses.fr/2015PESC0013.
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Cette recherche doctorale vise à faire la lumière sur un paradoxe : alors que l'impact des différences culturelles sur les relations de travail est reconnu, la Gestion des Ressources Humaines n'utilise pas tous les leviers dont elle dispose pour aider ses managers à être performants dans les situations interculturelles. Notre travail s'appuie sur l'étude d'un cas unique, celui de Renault où 74 entretiens semi-directifs ont été menés dans une démarche qualitative. Les résultats mettent au jour une vision restrictive de la compétence interculturelle, qui assimile cette compétence à l'expatriation et à ceux qui l'ont vécue. Ces représentations ancrées dans l'histoire de l'internationalisation de l'entreprise influencent les pratiques de GRH et ne correspondent plus tout à fait à la réalité interculturelle de l'entreprise. En effet, notre étude révèle que, suivant la combinaison de ses dimensions, cette compétence donne lieu à une diversité de profils interculturels plus ou moins adaptés à des contextes interculturels variés. Notre contribution théorique consiste donc en une relecture du concept propre à nourrir des pratiques de GRH visant à améliorer l'adéquation entre besoins et ressources en compétences. Dans une logique nouvelle, nous proposons de renoncer à l'évaluation des compétences des individus et de concentrer l'analyse sur l'identification systématique des besoins. Notre contribution managériale porte sur la proposition de pratiques de GRH, dont des variables d'analyse de la complexité interculturelle des contextes. La relecture du concept de compétence interculturelle que nous défendons dans cette recherche peut être proposée à toute entreprise multinationale<br>This doctoral research intends to understand a paradox: while the impact of cultural differences on business relationships are well known, the HR function does not equip the managers with the tools necessary to deal adequately with cross-cultural situations. This work is based on a case study conducted at Renault through 74 qualitative interviews. The results show a restrictive understanding of the intercultural competence (ICC) which is equated with expatriation, acquired "automatically," by those assigned to work overseas. It follows that the HR practices based on these beliefs, inherited from an era of rapid international expansion for Renault, no longer correspond to today's cross-cultural reality. Indeed, our findings suggest that, the ICC dimensions combine in multiple ways, resulting in managerial profiles which are more or less adapted according to the professional context. Our main theoretical contribution is the review of the concept of ICC, allowing the HR function to more effectively match competencies to the needs of a given situation. This new approach proposes abandoning individuals' competency assessment to concentrate on a systematic identification of the needs. Secondly, we aim to provide adapted practices for use within the HR function
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Mancier, Frédéric. "Le modèle aristocratique français et espagnol dans l'oeuvre romanesque de Lesage : l'histoire de Gil Blas de Santillane : un cas exemplaire." Paris 4, 2000. http://www.theses.fr/2000PA040061.
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Dès une première approche de l'œuvre romanesque d'Alain-René Lesage, et particulièrement de Gil Blas, le lecteur moderne est surpris par la roture ambigüe du héros-narrateur, aussi manifeste que son aspiration à parvenir, à franchir des grades, à prendre la place qui lui échoit au sein d'une noblesse controversée mais toujours fascinante. Trois temps se dégagent alors, sans se confondre aucunement avec les étapes d'une quelconque chronologie. Ce sont trois expériences plutôt. D'abord celle de l'homme, simple bourgeois de Paris, qui vit sa contradiction d'écrivain roturier dans la société française de son temps, et a entendu parler de la société espagnole, même s'il n'a jamais franchi les Pyrénées, - d'un homme qui, à cause de cela même, vit dans le présent français et dans le passé espagnol, avec une double distorsion fondamentale. Ensuite celle du lecteur, et même du lecteur privilégié, puisqu'il est aussi traducteur, adaptateur, imitateur, continuateur. Enfin celle d'un créateur proprement dit qui fonde à nouveau la société avec des éléments empruntés à la France et à l’Espagne, à la réalité et à la littérature et qui joue avec toutes les subtilités d'une manière de dialectique nobiliaire. A l'aube des Lumières, l'enfant, - le roturier -, a grandi : le romancier bourgeois se réapproprie le modèle aristocratique, non pour le dénigrer ou le dégrader, mais pour le frapper au sceau de sa propre mentalité.
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Pham, To Ly, and Ina Byström. "Can Gender Make a Difference? : A Minor Field Study on the Street-Connected Children in The Gambia." Thesis, Växjö universitet, Institutionen för samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-56379.
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Many studies have been carried out throughout the world on how street-connected children relate to the streets, but not enough of these studies are seen through a gender perspective. Hence, the general conception of street-connected children is in some manner still mainstreamed, which casts an image claiming all children in the same category. This demonstrates that there is currently a missing gap of knowledge. This study covers whether the role of gender could affect the lives of the children that live and work on the streets, through a qualitative research in the field with 28 interviewees. These interviews were largely conducted in Brikama, Serekunda, Topkunda, Farafenni, Madina Salaam and Bakau in The Gambia, where the majority of the Gambian NGOs and street-connected children is located. The results from analysing these interviews pointed towards the same pattern: that there were a few similarities in the livelihoods of the street-connected boys and girls. However, the differences concerning their livelihoods on the streets were greater since the findings demonstrated that their challenges and opportunities of achieving the Ten Central Human Capabilities were different. Street-connected boys and street-connected girls were both exposed to child labour. The main difference was, street-connected boys, who lived in groups, worked in car garages, fish industries and for shop owners, while the few girls who permanently lived on the streets, were alone and sexual exploited. This research is thus not merely a contribution to the studies of street-connected children, but how gender is relating to the streets. Furthermore, a contribution to improve these vulnerable children’s livelihoods and also increase the awareness through the perspective of humanities, which might be crucial in future policy recommendations and research.
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Del, Romano Cecilia. "“Apri la testa e lancia i ruoli di genere dalla finestra”: Proposta di sottotitolaggio del documentario No More Boys And Girls: Can Our Kids Go Gender Free." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019.
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Quest’elaborato si propone come scopo quello di analizzare la seconda parte del documentario “No More Boys And Girls: Can Our Kids Go Gender Free”, prodotto da Outline Productions e mandato in onda dal canale inglese BBC Two ad Agosto del 2017, e proporne una traduzione sotto forma di sottotitolaggio (la tabella dei sottotitoli è allegata all’elaborato in appendice). Il video documenta l’esperimento del Dott. Javid Abdelmoneim in una classe di seconda elementare della scuola “Lanesend Primary School” presso l’Isola di Wight. L’obiettivo dell’esperimento è scoprire se eliminare le differenze di genere nell’ambiente in cui vivono i bambini e le bambine aiuti a migliorare le loro abilità e ad aumentare la loro fiducia in sé stessi. Poiché la disparità di genere in età adulta è il risultato di un’educazione differenziata tra i due sessi, il Dott. Abdelmoneim ricorre a delle strategie per eliminare queste differenze e far capire ai bambini e alle bambine che i giochi, i colori, gli sport e i mestieri non hanno niente a che vedere con il sesso biologico di una persona.
In questo elaborato esploreremo in un primo capitolo cos’è la traduzione audiovisiva, in particolare il sottotitolaggio ed i suoi aspetti tecnici. In seguito, il secondo capitolo tratterà l’applicazione degli studi di genere al campo dell’istruzione con una breve parentesi sulla situazione in Italia e un approfondimento sull’esperimento effettuato nel documentario.
Infine, il terzo capitolo analizzerà il lavoro di sottotitolaggio, illustrando le difficoltà incontrate e motivando la scelta delle soluzioni traduttive prese.
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Vornanen, Juulia. "“How can we ensure that they get support?”: A qualitative study of professionals' experiences of cooperation and support for girls and young women exposed to honour-related oppression." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55186.
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In Sweden, honour-related oppression has received more attention in recent years at the political and academic level but also in social work. Honour-related problems are largely in conflict with the rights and freedoms of children and women, and attempts have been made to alleviate the issue. The purpose of this master thesis is to examine the professionals’ experiences of the challenges of cooperation, support and personal treatment of girls and young women who are exposed to honour-related oppression. The professionals mainly represent the social services and other actors who work with honour-related problems, such ashealth care personnel. Based on a qualitative approach using focus group and individual interviews, the results illustrate the importance of cooperation and knowledge when working with girls and young women who are exposed to honour-related oppression. The study illustrates challenges for cooperation, such as professional confidentiality, and the impact of the COVID-19 pandemic on the professional’s work with the matter. Honour-related oppression can be described as a challenging problem that still needs further recognition in society. The study can contribute to the work of social services and other actors by presenting challenges and opportunities for the work with honour-related oppression
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Hebibi, Nadra. "Donnees de morphometrie branchiale dans quelques cas d'adaptation chez la truite arc-en-ciel." Université Louis Pasteur (Strasbourg) (1971-2008), 1988. http://www.theses.fr/1988STR13086.
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Tshibilondi, Ngoyi Albertine. "Genre, éducation et développement: enjeux de l'éducation de la femme en Afrique. Cas des femmes congolaises au Kasaï." Doctoral thesis, Universite Libre de Bruxelles, 2003. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211220.
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Martin, Julie. "An investigation into how girls identified as having Social, Emotional and Behavioural Difficulties and staff of one specialist education provision feel pupil participation in decision making and planning regarding their needs can best be facilitated." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-how-girls-identified-as-having-social-emotional-and-behavioural-difficulties-and-staff-of-one-specialist-education-provision-feel-pupil-participation-in-decision-making-and-planning-regarding-their-needs-can-best-be-facilitated(9a1605e3-9e8b-44c6-bcbe-4d35c828ed48).html.
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The Children and Families Act 2014 (DfE, 2014) makes clear that local authorities (LAs) and schools must have regard to: the views, wishes and feelings of the child or young person (CYP) with special educational needs (SEN); and highlights the importance of CYP participating as fully as possible in decisions, and of being provided with the information and support necessary to enable participation in those decisions. CYP with SEN in the form of social, emotional and behavioural difficulties (SEBDs) continue to be an under researched and underrepresented voice. The views of girls with SEBDs are particularly diminished as, in addition to the barriers faced by CYP with SEBDs, they face further obstacles relating to gender and how this influences perceptions of SEBDs. This thesis aimed to engage with a Pupil Referral Unit (PRU) in action research to facilitate development into a special provision for girls with SEDBs by exploring the views of pupils, specifically girls, and staff working with them regarding how pupil participation in decision making and planning regarding their needs can best be facilitated. A single embedded case study design was used within an appreciative inquiry (AI) framework to explore the participation of girls with SEBDs in a PRU in decision making regarding their needs. Participants included five staff members from the PRU and four girls identified as having SEBDs. Data was collected through semi structured interviews, photographs and documentation and analysed using thematic and content analysis. The key themes identified were: Successful Participation Practices; The influence of gender; Pupil Voice; The influence of CYP's views; Understanding of the needs of CYP with SEBD; Relationships; Ethos of the setting and Moving participation forward. Furthermore, it was found that the needs of girls with SEBDs were perceived to be different within their gender group as well as between girls and boys with SEBDs. Findings were explored and future actions agreed and reviewed in workshops with key stakeholders and the researcher. The findings contribute to the knowledge base regarding how participation is conceptualised by girls with SEBDs and staff supporting them in one specialist provision. The knowledge contributed evidences that there is a role for Educational Psychologists (EPs) in the facilitation of pupil voice in order to identify how pupil participation in decision making and planning regarding their needs can be best accelerated in order to support their engagement. Additionally, AI appears to have been an effective method for this participatory research. Implications for EP practice and areas for future research are also considered.
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"Can a hard-working female role model counter STEM-requires-brilliance stereotypes and spark girls’ engagement with STEM?" Tulane University, 2021.
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specialcollections@tulane.edu<br>The gender gap in STEM (Science, Technology, Engineering, and Math) professions results from several factors that deter females from pursuing careers in STEM. Girls’ low interest in science and lack of feeling both belonging and efficacy in science, which emerge as early as middle school, are believed to be part of the problem. This study reports on a novel intervention designed to spark middle school girls’ engagement in science. A diverse group of middle school girls participating in a science outreach event read about a female Black astronaut whose accomplishments were framed either as a result of hard work (growth mindset) or natural abilities (fixed mindset). Participants responded to an open-ended prompt that asked them if they wanted to be an astronaut like the role model and then answered a series of scale measures about science. It was hypothesized that girls in the growth mindset condition would endorse stronger interest, belonging, and efficacy in science, indicate a desire to be an astronaut, and explain that desire in ways that indicated similarity with the role model and alignment with their mindset condition. No significant differences were observed/emerged between the two conditions and exploratory analyses found no interaction between race and condition. Possible reasons for the null findings are discussed, including issues related to mindset manipulation and the strength and specificity of the intervention. Characteristics of the sample were also considered, including participants’ above mid-point science interest and belonging, both of which were positively related to desire to be an astronaut. This research provides insights into the complexities that need to be considered when designing an intervention to increase interest, belonging, and self-efficacy in STEM.<br>1<br>Sally Merritt
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Scott, Jacqueline Alice. "The role child sexual abuse can play in girls' involvement in prostitution." Diss., 2001. http://hdl.handle.net/2263/22893.
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The role that child sexual abuse can play in girls’ involvement in prostitution, was explored in this study. Freud’s Psycho Analytical Theory, Hirschi’s Social Learning Theory and Lemert’s Labelling Theory were encompassed to formulate a model. This model is known as The Child Sexual Abuse Counter-Active Model and was designed by researcher as a theoretical framework to direct the research and serve as a basis for the interpretation of findings. This model postulates that the stage of psychosexual development wherein the abused finds herself may influence the effects the abuse has on the victim. These effects may be initial in nature or long term, and may play a contributory role in the victim entering into prostitution. The presence of social bonds namely: attachment, involvement, commitment and belief, expressed by significant others or through institutions, towards the victim, can help prevent the manifestation of negative effects within the abused. This in turn may play a conducive role in the individual withdrawing from prostitution. Once the victim of the child sexual abuse has entered into prostitution, the choice to withdraw may be influenced by the individuals’ reaction to labels bestowed upon them by significant individuals, society or institutions. If the abused responds negatively to the labelling, then an internalisation of these negative concepts may prevail and the prostitute accepts this label and remains within prostitution. However, should the labelling be experienced as positive by the prostitute then the withdrawal from prostitution may become a possibility. Thus, the withdrawal from prostitution as well as the initial entrance into prostitution is determined by the afore-mentioned factors all playing a contributory role through their presence in the sexually abused child’s life. From the interpretation of the data accumulated, it appeared that each respondent subjected to child sexual abuse, irrespective of the psychosexual developmental stage wherein the abuse occurred, exhibited initial as well as long term effects. The absence of significant institutions and individuals in attempting to prevent the entrance into prostitution as well as the role played by labelling could all account for the victims’ choice to enter into and remain within prostitution. These findings made it possible to advance practical recommendations with regard to preventing child sexual abuse. A heightening in awareness of the initial and long term effects child sexual abuse carries as well as the education required within the community could help combat this type of abuse. Professionals, professional institutions, parents and victims could also assist to prevent this crime. In addition the findings furthermore highlight subjects, which pose as possibilities for further victimological research.<br>Dissertation (MA (Criminology))--University of Pretoria, 2007.<br>Social Work and Criminology<br>Unrestricted
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Friesen, Valerie. "'I Can Be So Much More Than I Think of Myself': Girls' Sport Participation and Discourses of Power and Agency in Windhoek, Namibia." 2010. http://hdl.handle.net/10222/13075.
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This study explores the impact of sport on the lives of 15-19 year old female participants in the Physically Active Youth program in Namibia by examining how they reinforce or resist dominant gender discourses in their lives through their reflections and conversations on sport and by highlighting discourses of agency that emerge from their perceptions of the role sport may play in their economic and educational futures and their own personal growth and development through sport. In the struggle to resist multiple oppressions within intersecting frameworks of race, gender, class, and age, this exploration of girls’ reflections on sports reveals the normalization of dominant discourses of gender and heterosexism through sport, but also evidence of emerging critical consciousnesses and questioning of the broader processes influencing girls’ participation in sport.
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Savignac-Rousseau, Sara. "La stratégie ironique comme militance féministe : le cas des Guerrilla Girls, des Fermières Obsédées et de Dana Wyse." Mémoire, 2013. http://www.archipel.uqam.ca/5617/1/M12903.pdf.
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Ce mémoire porte sur la présence de l'ironie comme stratégie esthétique et politique. Les œuvres analysées le sont dans l'objectif de connaître comment cette figure s'articule à l'intérieur de créations à contenu féministe et quels indices de l'ironie apparaissent de façon parfois récurrente. Ne prétendant pas universaliser le mode fonctionnel de l'ironie dans la militance féministe, ni dans les arts visuels, ce mémoire cherche plutôt à saisir de quelle manière l'ironie, en tant que méthode rhétorique, agit à l'intérieur de pratiques artistiques précises et distinctes les unes des autres. Le concept d'ironie est analysé principalement à partir des définitions qu'en donnent Catherine Kerbrat-Orecchioni, Linda Hutcheon et le Groupe MU, c'est-à-dire une figure avançant une affirmation et qui, à l'aide de certains éléments, en suggère à la fois la négation. Ce paradoxe qui conduit à la notion d'ambiguïté permet d'éliminer ce qui peut être perçu telle une attitude totalitaire, menant de force ou forcément le récepteur ou la réceptrice vers une Vérité. En fait, la stratégie ironique oblige à la réflexion et exerce l'esprit critique dans la mesure où le public oscille entre deux lectures contradictoires. Cette incitation à faire preuve d'une pensée critique à l'égard de thèmes fondamentaux à l'étude, notamment la notion de genre, révèle le type particulier d'engagement que propose la stratégie ironique. Ce travail se concentre sur divers courants féministes et conceptions du genre. Parmi les écoles de pensée abordées, une attention particulière est portée à l'égard de la philosophe et féministe Judith Butler. Celle-ci propose d'ouvrir les possibilités identitaires et de miser sur les différences, au-delà de la pensée binaire contraignante. Son concept de pratiques parodiques du genre a été retenu afin d'analyser subséquemment ce que la psychanalyste Joan Riviere qualifie de "mascarade de la féminité". À partir de ces concepts, les pratiques artistiques de deux collectifs d'artistes, soit les Guerrilla Girls et Les Fermières Obsédées, ainsi que de l'artiste Dana Wyse seront abordées de sorte à faire voir des variantes postmodernes qui élargiraient la définition d'un art militant.
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MOTS-CLÉS DE L’AUTEUR : art et féminisme, ironie, genre, pratiques parodiques, Guerrilla Girls, Les Fermières Obsédées, Dana Wyse.
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Basran, Mandeep Kaur. "Can I play? : experiences of non-instructional school times and their influences on identity development for young Punjabi girls." 2004. http://hdl.handle.net/1828/551.
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This study speaks to the prominence of ethnocultural difference experienced by six punjabi young girls in Grade 5 at school during non-instructional school times and the extent to which these experiences are playing a role on the self-identity formations for these young girls. This inquiry delves into how these young girls, all born and being raised in Canada, are making sense of their difference and how they are engaged in constructing identities for themselves. A narrative method allowed for linking self-identity to the curriculum of noninstructional school times and how children's experiences of these times plays a role in identity formation. This study reveals some of the complexities and challenges of living as a young girl of a "minority" group brings to identity construction. Complexities and challenges that I attempt to bring to surface with the aid of the in-between space of hydridity, a space Ted Aoki terms Metonymic Space, Trinh Minh-ha's entitles Hybrid Place and Homi Bhabha calls Third Space. Through the framework of poststructuralism, the process of living and constructing identities is illuminated as being multilayered and evolving as it involves negotiations and contestations between how one views oneself and other's perceptions of you. By participating in the co-creating and co-writing of a story titled "A Day in the Life of a Punjabi Girl", the young girls included in this study were provided with an avenue for action and the production of a resource that could inform educators of the educational situation of punjabi girls and help them understand the life-world of these girls at this critical stage in their identity development. This resource may also help educators make changes for future generations of these young girls, and other students from visible minorities, in the school system.
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Ndlovu, Busisiwe Adelaide. "Perceptions of different subsets of African men and African men and African traditional healers in the Durban Metropolitan area that sexual intercourse with young girl can cure HIV/AIDS." Thesis, 2005. http://hdl.handle.net/10321/2678.
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A dissertation submitted in full compliance with the requirements for a Masters Degree in Technology: Nursing at Durban Institute of Technology, 2005.<br>There has been an increase in child/girl rape in South Africa, Statistics of child rape have shown that a child was being raped every 25 minutes in South Africa (Child Protection Unit, S.AP.S., 1999). The numbers of child rapes has increased from 12% in 1998 to 19,94% in 2001 (Taylor, 2002). Reports indicated that in some instances, child rape was being carried out as a cure for human immunodeficiency virus (HIV) infection or acquired immune deficiency syndrome (AIDS) (Kufwa, 1998).<br>M
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Faust, Catherine. "Représentations et gestion des compétences interculturelles. Le cas de Renault." Thesis, 2015. http://www.theses.fr/2015PESC0013/document.
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Cette recherche doctorale vise à faire la lumière sur un paradoxe : alors que l'impact des différences culturelles sur les relations de travail est reconnu, la Gestion des Ressources Humaines n'utilise pas tous les leviers dont elle dispose pour aider ses managers à être performants dans les situations interculturelles. Notre travail s'appuie sur l'étude d'un cas unique, celui de Renault où 74 entretiens semi-directifs ont été menés dans une démarche qualitative. Les résultats mettent au jour une vision restrictive de la compétence interculturelle, qui assimile cette compétence à l'expatriation et à ceux qui l'ont vécue. Ces représentations ancrées dans l'histoire de l'internationalisation de l'entreprise influencent les pratiques de GRH et ne correspondent plus tout à fait à la réalité interculturelle de l'entreprise. En effet, notre étude révèle que, suivant la combinaison de ses dimensions, cette compétence donne lieu à une diversité de profils interculturels plus ou moins adaptés à des contextes interculturels variés. Notre contribution théorique consiste donc en une relecture du concept propre à nourrir des pratiques de GRH visant à améliorer l'adéquation entre besoins et ressources en compétences. Dans une logique nouvelle, nous proposons de renoncer à l'évaluation des compétences des individus et de concentrer l'analyse sur l'identification systématique des besoins. Notre contribution managériale porte sur la proposition de pratiques de GRH, dont des variables d'analyse de la complexité interculturelle des contextes. La relecture du concept de compétence interculturelle que nous défendons dans cette recherche peut être proposée à toute entreprise multinationale<br>This doctoral research intends to understand a paradox: while the impact of cultural differences on business relationships are well known, the HR function does not equip the managers with the tools necessary to deal adequately with cross-cultural situations. This work is based on a case study conducted at Renault through 74 qualitative interviews. The results show a restrictive understanding of the intercultural competence (ICC) which is equated with expatriation, acquired "automatically," by those assigned to work overseas. It follows that the HR practices based on these beliefs, inherited from an era of rapid international expansion for Renault, no longer correspond to today's cross-cultural reality. Indeed, our findings suggest that, the ICC dimensions combine in multiple ways, resulting in managerial profiles which are more or less adapted according to the professional context. Our main theoretical contribution is the review of the concept of ICC, allowing the HR function to more effectively match competencies to the needs of a given situation. This new approach proposes abandoning individuals' competency assessment to concentrate on a systematic identification of the needs. Secondly, we aim to provide adapted practices for use within the HR function
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Girard, Christine. "Acculturation, intégration scolaire et perception des attentes parentales : le cas d’adolescentes immigrantes au secondaire." Thèse, 2018. http://hdl.handle.net/1866/21333.
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Molina, Martinez Gabriella. "Typologie des cas d’échange d’images sexuelles produites par les jeunes par le biais d’Internet : une étude exploratoire chez les adolescentes âgées de moins de 18 ans." Thèse, 2018. http://hdl.handle.net/1866/21970.
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