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8 100%
10.5817/BSE2012-1-1 Małgorzata Jedynak and Joanna Pytlarz The Issue of Gender In MulTIple lanGuaGe acquIsITIon Abstract Move1 The present article focuses on the issue of perception of gender in the case of step1 multiple language acquisition.
https://www.pdf-archive.com/2014/11/12/8/
12/11/2014 www.pdf-archive.com
LA Revolutionary Literature 99%
Recognizing the limitations of autobiography and memoir as complete and accurate portrayals of history, this paper seeks to understand revolutionaries’ conceptualizations of gender, race and class through personal accounts of Nicaragua’s revolution.1 The concept of “the new man,” hypothesized by Che Guevara, a Cuban revolutionary, became important to Sandinista revolutionaries as they sought to reformulate bourgeoisie notions of masculinity through revolutionary action.
https://www.pdf-archive.com/2016/07/19/la-revolutionary-literature/
19/07/2016 www.pdf-archive.com
Agegroups Results 99%
Scott@go-greenevents.com Age Groups Top Males Overall Place Bib # Name 1 294 Ben Sessions 2 295 Addison Henry 3 298 Chris Giordanelli Total 16:37.4 17:36.3 17:52.2 Pace 5:22 5:41 5:46 Age 18 18 48 Gender M M M City MAULDIN SIMPSONVILLE SIMPSONVILLE State SC SC SC Top Females Overall Place Bib # Name 1 121 STEPHANIE CRISP 2 105 ANNIKA BISSINGER 3 300 Debbie Flynn Total 20:57.6 21:47.8 21:55.2 Pace 6:45 7:02 7:04 Age 32 11 56 Gender F F F City BOILING SPRINGS GREENVILLLE Cross Hill State SC SC SC Male 10 and Under Place Bib # Name 1 205 KYLE WILSON Total 23:32.1 Pace 7:35 Age 10 Gender M City SIMPSONVILLE State SC Male 11-14 Place Bib # 1 235 Name SPENCER CHEA Total 23:23.6 Pace 7:33 Age 11 Gender M City GREENVILLE State SC Male 15-19 Place Bib # 1 296 Name Brayden Leopold Total 17:57.7 Pace 5:47 Age 16 Gender M City GREENVILLE State SC Male 20-24 Place Bib # 1 313 Name Blake Fisher Total 28:24.8 Pace 9:10 Age 20 Gender M City EASLEY State SC Male 25-29 Place Bib # 1 177 Name CHRISTOPHER PAYNE Total 25:49.1 Pace 8:20 Age 29 Gender M City TRAVELERS REST State SC Male 30-34 Place Bib # 1 137 Name BRYAN HARMSEN Total 21:44.4 Pace 7:01 Age 30 Gender M City SPARTANBURG State SC Male 35-39 Place Bib # 1 305 Name Brice Dille Total 20:17.5 Pace 6:33 Age 38 Gender M City GREER State SC Male 40-44 Place Bib # 1 273 Name JAMES RIVERS Total 21:31.3 Pace 6:56 Age 42 Gender M City MAULDIN State SC Male 45-49 Place Bib # 1 115 Name TOM CARROLL Total 22:07.6 Pace 7:08 Age 45 Gender M City GREENVILLE State SC Male 50-54 Place Bib # 1 299 Name Page Pierre Total 18:43.3 Pace 6:02 Age 52 Gender M City GREENVILLE State SC Male 55-59 Place Bib # 1 256 Name MARQUE KILPATRICK Total 25:34.4 Pace 8:15 Age 59 Gender M City GREER State SC Male 60-98 Place Bib # 1 168 Name DAVE MILLIMAN Total 26:04.3 Pace 8:25 Age 61 Gender M City GREENVILLE State SC Female 10 and Under Place Bib # Name 1 106 BRYN BISSINGER Total 23:45.6 Pace 7:40 Age 9 Gender F City GREENVILLLE State SC Female 11-14 Place Bib # 1 157 Name KATIE KURLFINK Total 26:04.2 Pace 8:25 Age 11 Gender F City MAULDIN State SC Female 15-19 Place Bib # 1 163 Name SEREN MARLEY Total 22:51.2 Pace 7:22 Age 16 Gender F City GREENVILLE State SC Female 20-24 Place Bib # 1 255 Name JORDAN KERSSE Total 27:42.8 Pace 8:56 Age 21 Gender F City GREENVILLE State SC Female 25-29 Place Bib # 1 247 Name LORI ELLENBURG Total 25:46.4 Pace 8:19 Age 27 Gender F City PICKENS State SC Female 30-34 Place Bib # 1 308 Name Holly DiGiovine Total 23:20.8 Pace 7:32 Age 34 Gender F City GREENVILLE State SC Female 35-39 Place Bib # 1 214 Name NICOLE WOOD Total 22:13.6 Pace 7:10 Age 39 Gender F City SIMPSONVILLE State SC Female 40-44 Place Bib # 1 276 Name KATY TALLY Total 23:15.3 Pace 7:30 Age 42 Gender F City SIMPSONVILLE State SC Female 45-49 Place Bib # 1 144 Name CHARLOTTE HOLMAN Total 31:34.1 Pace 10:11 Age 47 Gender F City PIEDMONT State SC Female 50-54 Place Bib # 1 202 Name JUDY WALLS Total 23:40.2 Pace 7:38 Age 54 Gender F City PIEDMONT State SC Female 55-59 Place Bib # Name Total Pace Age Gender City State 1 149 Female 60-64 Place Bib # LINDA HUDSON Name 38:53.6 12:33 56 F Total Pace Age Gender SIMPSONVILLE SC City State
https://www.pdf-archive.com/2013/03/23/agegroups-results/
23/03/2013 www.pdf-archive.com
Swim England Guide to Engaging Trans People in Swimming 97%
This guide aims to broaden understanding of what it means to be trans gender and how to support trans people’s swimming experience.
https://www.pdf-archive.com/2018/03/21/swim-england-guide-to-engaging-trans-people-in-swimming/
21/03/2018 www.pdf-archive.com
STAGESnewsletter1 ENG 97%
PROJECT STAGES v4536$563"-Ʃ53"/4'03."5*0/ 50Ʃ"$)*&7&Ʃ(&/%&3 &26"-*5:Ʃ*/Ʃ4$*&/$&v ("Ʃ/ğ čēĔċĐČ NEWSLETTER1 T H E P RO J E C T STAG E S ”STRUCTURAL CHANGE” TO IMPROVE GENDER EQUALITY IN SCIENCE AND RESEARCH CON TENTS 03 THE DEPARTMENT FOR EQUAL OPPORTUNITIES.
https://www.pdf-archive.com/2012/09/03/stagesnewsletter1-eng/
03/09/2012 www.pdf-archive.com
Motion Statement In Support of Gender Neutral Toilets 97%
Motion Statement In Support Of Gender Neutral Toilets This motion aims to extend and build on the Students’ Union’s existing policy on Gender Neutral Toilets, which works towards providing students, staff and visitors to the university with access to allgender toilets, alongside the existing gendered facilities.
https://www.pdf-archive.com/2017/03/17/motion-statement-in-support-of-gender-neutral-toilets/
17/03/2017 www.pdf-archive.com
who is they poster Dec 31 2018 - FINAL 96%
non-response, (6) (6) $$$$ (f/b.1986) Average overall responses to which gender participants think each occupation is to be performed by secretary student mechanic 10 20 30 40 50 60 70 80 90 100 Sliding scale:
https://www.pdf-archive.com/2019/01/20/who-is-they-posterdec-31-2018---final/
20/01/2019 www.pdf-archive.com
Lesson 1.1 96%
the gender of Spanish nouns In everyday life, we use the words gender and sex:
https://www.pdf-archive.com/2017/04/15/lesson-1-1/
15/04/2017 www.pdf-archive.com
Untitleddocument 96%
Margaret Sullivan ENG 242 5/2/17 Critical Introduction This researched web anthology will include visual and textual examples of the concept of gender within women’s writing and modern literature, television, and comics. The need to explore the societal contradictions that other authors and writers reveal is definitely a personal importance but is also relevant to the subject gender itself. Although the concept of gender is extremely broad, it is necessary to express concern with societal expectations and breaking the unspoken barriers. To help formulate this analysis on gender, it will be divided into things like gender roles, issues, equality, identity, and stereotypes. Critical theory suggests that these concept are far too crucial for society to ignore. Not only does every person perceive gender in stunningly different ways, but many of those perspectives have created controversial topics and have created discussion among scholars. Not only is textual evidence of theses concept important, but also visual content like visual novels or comics can also show phenomenal examples of the list above. How female characters are depicted in comic books and visual texts as well as exploring gender within these different types of texts to also read and visually see these things come alive through art. Many people have dedicated their lives to this dire field of work, so that goes without saying that these types of approaches affect everyone very differently. These ideas are expanding rapidly and there are new theories, thoughts, and views every day. Every female lives a different life, but it is what similar things we go through that drive us to stick as one and stand together. There are many male authors who understand the struggle of living an everyday average life as a woman, who also offer interesting ideas to the table about an already interesting wide social subject. This is all immensely important to help mold a future generation to teach. History, Theory, and Meaning In The Critical Theory of Gender, Elia Ntaousani specifically focuses on gender as a social construct, and suggests that the word “gender” was initially meant to be used as a neutral term, rather than just “male or female”. A term that would eventually create tons of conversation. Ntaousani compares “gender” to “race” in terms of creating a word that can be considered unbiased. However, she also argues that “gender” has often times replaced the word “women” in different forms of literature. To clarify, she considers this a type of objectivity to women, becoming almost a substitute for the word itself, and shows how the misuse of ‘gender’ has the very opposite result of its intention. She explains further by saying that gender is no longer used for its political definition; it has been reinstated by others who are given deluded misinformation of the true usage of the word. She uses the word “class” to show how a term could have “analytical association”. She uses binaries to help interpret this concept, including very obvious things such as “feminine/masculine”, “nature/culture”, and “animal human”. “In other words, gender ’ did not manage to offer the possibility of a new world where the social relations between the sexes would be redesignated; its ‘ usage insists that the world of women is part of the world of men, created in and by it.” This is part of the history as gender as a social construction. There is very interesting sub-concept with gender that involves women in animated/live action movies, tv shows, video games, and comics. “Trinity Syndrome” refers to female characters who are very interesting and complicated, but most importantly have a lot of potential. However, the story surpasses this excellent character and the story virtually gives them nothing to do. This absolutely has to do with gender because typically there is a male protagonist; then an alluring female character is introduced with nothing but her personality (not really a “backstory”). A personality is an extremely important role in characters because that makes them who they are; it gives them something to identify with. However, when a character is loosely shown based on how they act, is this fair? Fictional and nonfictional characters must “deal” with this. A problematic example of this would be when females are categorized as loud, strong, or outspoken they are usually considered mean and rude. If this were a male character being described as such, he would be considered to be strong while having leadership characteristics. In an article titled We’re Losing All our Strong Female Characters to Trinity Syndrome by Tasha Robinson, she gives strong examples from commonly-known movies to help others understand her claim. In the beginning of this text, she gives credit to the people who seemingly care enough to push forward a strong female lead in many different things. She talks about the importance of having a female character and how there has been a “cultural push” to have female characters become confident and capable, and also starring a main role. The author of this article suggests an interesting outlook on how the term “strong female character” can actually be almost against what it is literally intending to say. That expression has been dissected and shown to do more harm than good in a lot of different ways. In a great read titled “I hate Strong Female Characters” by Sophia Mcdougall, although it seems misleading, the very first few lines are incredibly accurate. “Sherlock Holmes gets to be brilliant, solitary, abrasive, Bohemian, whimsical, brave, sad, manipulative, neurotic, vain, untidy, fastidious, artistic, courteous, rude, a polymath genius. Female characters get to be Strong.” She shows that men characters can have an infinite amount of synonyms describing them, and female characters merely get “strong”. She says that typically, men characters are assumed to be strong due to the societal thoughts on masculinity. The Trinity Syndrome is “more than a marketing term than a meaningful goal”. Visual Examples Currently in this era, there are countless examples that could be used to help further define gender and its importance in literature of all forms. Starfire, a character originally from the famous comic “Teen Titans” is an absolutely great example of a feminist icon in comics. From the very moment Starfire was a mere thought, she was sexualized. She is initially introduced as a sexy alien who is extremely naive and culturally unaware with a small hint of anger. She has been described as a “male fantasy.” On the other hand, once the audience actually has a chance to read, see, and watch Starfire’s actions and dialogue, she becomes so much more than just that. In the animated TV show version of Teen Titans, Starfire’s stories come to life and her character is able to express her true self and the way she was written way more effectively. Regardless, in either of those ways, the audience progressively sees through stories and character development that Starfire is arguable the strongest female superhero. Not to say she is a “strong female lead” but she proves her mental and physical strength to not only her team, but the readers as well. Starfire is proven to be physically strongest out of her entire team, thanks to her super strength alien powers. Being mentally strong is a large portion of Starfire’s entire character and backstory; the women of her planet were usually captured and chosen to live out their days as servants. In multiple different universes of the Teen Titans, Starfire eventually becomes the leader of the Teen Titans. This is remarkably relevant to gender because when one thinks of a “strong character” a common thought is frequently something like “Superman” or “The Hulk”-- two very masculine characters. Starfire shatters our culture’s notion that women should be submissive, fragile, or perhaps simply not as strong as other characters. She is not pure or innocent; she embraces her sexuality and gender without ever having to distinctly say it through confident dialogue and actions.
https://www.pdf-archive.com/2017/05/02/untitleddocument/
02/05/2017 www.pdf-archive.com
Gender diversity and capacity to innovate 96%
DEGREE PROJECT IN TECHNOLOGY AND ECONOMICS, SECOND CYCLE, 30 CREDITS STOCKHOLM, SWEDEN 2017 Gender Diversity in the Workforce and New Firms' Capacity to Innovate Insights into Tech start-up teams DESPOINA TSIOUGKOU KTH ROYAL INSTITUTE OF TECHNOLOGY SCHOOL OF INDUSTRIAL ENGINEERING AND MANAGEMENT Gender Diversity in the Workforce and New Firms’ Capacity to Innovate Insights into Tech start-up teams Despoina Tsiougkou Master of Science Thesis INDEK 2017:145 KTH Industrial Engineering and Management Industrial Management SE-100 44 STOCKHOLM Master of Science Thesis INDEK 2017:
https://www.pdf-archive.com/2017/10/18/gender-diversity-and-capacity-to-innovate/
18/10/2017 www.pdf-archive.com
WHEN TOMBOY BECOMES A STRATEGIC TERM 95%
WHEN TOMBOY BECOMES A STRATEGIC TERM Lawson Jiang Film 165A: Film, Video, and Gender March 15, 2016 Tomboy is a 2011 French film centers around Laure, a 10yearold’s daily life with her new friends after moving to a new neighborhood with her family. The film begins with an opening scene showing Laure “driving” a car with her father while sitting on his lap. The spectators would have been tricked to believe that Laure is a boy by her boyish haircut and the “adventurous” activity if they have not seen the title prior to the viewing. While the film bears a straightforward title to suggest the theme, I shall declares that it does not necessarily associate Laure with gender nonconformity. The brilliant move made in the film is that it focuses on a prepuberty girl1 as such a character is then wrapped by a layer of vagueness in terms of gender reading. Although it seems to be as offensive to question why does Laure choose to be a tomboy as asking a homosexual person why does he/she choose to be gay or lesbian, the traces I found in the film indeed aroused my curiosity to ask such a question. Moreover, I propose that there is an alternative reading to the film with these evidence I found. Therefore, with no offense, I will be using “she” instead of “he” to refer Laure in this essay, and to investigate if she is a tomboy who refuses her female identity with a specific reason. The reason why Laure loves to behave as a boy is not because of gender nonconformity. What she really fears, as an individual sexed female, is the societal rejections, limitations and restrictions applied on female by the gender binary.2 Laure chooses to be a boy does not mean that she hates her biological sex; rather, she fears to be identified and treated as a girl. The only way to avoid those disadvantages brought on female is to deploy a male identity; a disguise. Therefore, I consider that Laure’s tomboyism is rather an alternative approach for her to be respected and treated equally by the other boys; that 1 Whose bone structure and body shapes are no different to a prepuberty boy. The limitation and restriction that girls should be feminine instead of masculine, and vice versa. 2 being a tomboy can thus be seen as Laure’s strategy to eliminate the binary play among the group of kids she plays with. The first scene is Laure driving with her father. In this scene, Laure makes her first appearance in the film as a boy through the participation of a masculine activity with her boys’ clothing. Driving is often considered as a masculine activity in the traditional sense because it has been constructed by advertisements through the associations between driving, men, mechanics, joy and freedom. Most of the spectators would have already established a sense of affirmation toward Laure’s tomboy identity in the very first scene because the title and the DVD cover had instilled them what should be expected before the first scene is ever revealed; it is inevitable to be “hinted” in such a way as it is never a complete experience to watch a film without knowing the synopsis or — at least — its title. While most of the spectators have established such a mindset toward the film, Tomboy is more than just a film about a tomboy who is presented in the way that she seems to have gender nonconformity. Laure takes on a masculine role with similar physical qualities and fitness as the boys of the same age, while Lisa, her new neighbor, plays the female character in the conventional sense. This does not mean that Lisa is weaker than Laure in anyway because she is identified as a female; as seen in the first game they take turns to play with other boys, Lisa demonstrates similar agility as Laure, and has even let Laure to win the round. Despite the equivalence of body fitness, Lisa tells Mickäel (Laure’s persona) that the boys do not want her to join their soccer games simply because she is a girl; “I don’t have a choice. They say I’m useless,” she explains. As Judith Halberstam notes in her article, “tomboyism tends to be associated with a ‘natural’ desire for the greater freedoms and mobilities enjoyed by boys,3” Laure understands how she would have been treated differently if she did not play as Mickäel in front of the boys, though it is not until Lisa speaks out this prejudice that male’s opinion on one’s ability are heavily based on one’s gender. This also explains Lisa chose to play Truth or Dare other than soccer because she does not want to be labelled as weak and then excluded by the boys. For the first time, the two’s conversation brings up the topic and implies Laure’s belief as a tomboy, which also forecasts the potential extent of tomboyism she will employ later in the film. A couple of days later, Laure is invited to go to swim in a lake. In order to swim with her new friends, Laure finds out her girl swimsuit and trims it to a swim trunk without hesitation. She then stands in front of the floor mirror, carefully placing the handcrafted clay penis into her trunk, then, with a light smile on her face — Laure becomes a boy now. Gender is not sex,4 one’s gender, as Judith Butler declares, is rather an act of performative in the sense that it constitutes as an effect one appears to express.5 Laure’s swim trunk and the clay penis — an obvious symbol of patriarchy — have perfected her Mickäel persona to be a more convincing role in front her friends, or even anyone else other than her family. “Gender is not a property of bodies or something originally existent in human beings,” De Lauretis writes, “but the set of effects produced in bodies, behaviors, and social relations. Gender is a representation [and] the representation of gender is its construction.6 ” De Lauretis’ shares a similar view with Butler, 3 Halberstam, Judith. 1999. “Oh Bondage Up Yours!: Female Masculinity and the Tomboy” In Sissies and Tomboys: Gender Nonconformity and Homosexual Childhood. R ottnek, Matthew, ed. New York: New York University Press: 155. 4 De Lauretis, Teresa. 1987. “The Technology of Gender.” In Technologies of Gender: Essays on Theory, Film and Fiction. Bloomington: Indiana University Press: 5. 5 Butler, Judith. 1993. “Imitation and Gender Insubordination.” In The Lesbian and Gay Studies Reader . Abelove, Henry, Michele Aina Baral, and David M. Halperin, eds. New York: Routledge: 314. 6 De Lauretis, Teresa. 1987. “The Technology of Gender”: 3. believing that gender, rather than a mere identification of one’s biological sex, is a set of effects generated by one’s behavior. Moreover, De Lauretis suggests that “Gender is the representation of a relation” which constructs a social relation between “one entity and other entities.7” One is viewed and identified — whether as a male, female, transgender, etc. — by other people, and hence a relation is formed; that is, one’s gender is determined by other people based on one’s behaviors. This suggests that Laure is a boy in front of her friends as everyone (like Lisa, who is fond of and kisses this handsome boy) believes in her Mickäel persona. Therefore, tomboy is more like a term referring to Laure for her family and the spectators who know the truth, while she is a “boygendered” girl who has demonstrated masculinity and other similar qualities to her male counterparts in the narrative world. Although Laure enjoys the boyish behaviors such as imitating to spit and to play soccer topless like other boys, it does not mean that she rejects to be identified as a girl. First, she does not show any sign of disapproval when Lisa suggests to put makeup on her to “make” her like a girl; she does not even wipe off the makeup after leaving Lisa’s home. Moreover, instead of embarrassment or unpleasantness, she smiles shyly when her mother praises her that she looks lovely and great. This also hints that Laure is treated as a “daughter” instead of a “son.” Laure is a tomboy in her parents’ eyes while her tomboyism is tolerated to some extent. Laure’s younger sister, Jeanne, is an opposite to Laure since she has been granted all of the femininity; a girl who has nice and long hair; who likes to wear cute dresses; who likes the color of pink… While Laure’s father is openminded enough to allow her to explore new things freely, such as driving, wearing boy’s clothes, painting her room to blue,8 and sipping beer because “it won’t do any 7 Ibid., 45. A reference to boy’s associated color. 8
https://www.pdf-archive.com/2016/04/06/when-tomboy-becomes-a-strategic-term/
06/04/2016 www.pdf-archive.com
IntersectionsFinalProject 95%
intersections P/01 introduction P/02 Chrys P/03 Jake table of contents P/04 Syd P/05 Riley P/06 Cam P/07 Al P/08 Evan P/09 Sid introduction Gender is weird.
https://www.pdf-archive.com/2017/04/10/intersectionsfinalproject/
10/04/2017 www.pdf-archive.com
FinalDraftBinaryBathroomsTomkovicz 94%
Making the Case for Gender Neutral Bathrooms Henry J.
https://www.pdf-archive.com/2015/11/13/finaldraftbinarybathroomstomkovicz/
13/11/2015 www.pdf-archive.com
Playgrounds and Podiums exchange handout1 94%
'The Missing Panel on Gender in Sport' :
https://www.pdf-archive.com/2017/10/01/playgrounds-and-podiums-exchange-handout1/
01/10/2017 www.pdf-archive.com
PROGRAMME 94%
PRELIMINARY PROGRAMME European Institute, 262/264 Piotrkowska Street, Łódź, Poland May 19th, THURSDAY 8:30–10:00 Registration / Posters installation 10:00–10:45 Opening ceremony 10:45–11:30 Keynote lecture #1 SOLVEIG BERGMAN Violent women and mothers – a challenge for feminist research 11:30–11:50 COFFEE BREAK Session 1: Growing and conflicting expectations of today’s families Session 2: Gender‐related health and well‐being issues part 1 ALEKSANDRA ANDYSZ Nofer Institute of Occupational Medicine, Poland Women with endometriosis who accept and do not accept their illness. Who are they? How do they differ? TOBIAS I. NDUBUISI EZEJIOFOR Federal University of Technology Owerri, Nigeria Occupationally‐facilitated prostrate hypertrophy and Erectile dysfunction as potential health hazard of male workers in the petroleum oil refining and distribution industry, Nigeria. ELEONORA BIELAWSKA‐BATOROWICZ, EWELINA RUDA University of Lodz, Poland Beliefs on menopause and their impact on menopausal symptoms. NATALLIA PAULOVICH Polish Academy of Sciences, Poland Family‐centered habitus of contemporary Georgians and women's place in the formation of family ties on the example of Western Georgia. 11:50–13:00 13:00–14:00 KARI STEFANSEN, MARGUNN BJØRNHOLT Oslo and Akserhus University College of Applied Science, Policy and Social Research, Norway Work‐family adaptations among Norwegian and Polish families living in Norway: understanding links between policy, practice and gender equality. MARGUNN BJØRNHOLT, KARI STEFANSEN, ALEKSANDRA JACUKOWICZ, ANNA NAJDER, ALEKSANDER STAŃCZAK, AGATA WĘŻYK, DOROTA MERECZ‐KOT Policy and Social Research, Oslo and Akserhus University College of Applied Science, Norway, Nofer Institute of Occupational Medicine, Poland Work‐family adaptations and institutional support systems. Polish families in Poland and Norway. LUNCH Session 3: Growing and conflicting expectations of modern parenting Session 4: Gender‐related health and well‐being issues part 2 14:00–15:10 MARTA BIERCA University of Social Sciences and Humanities, Poland You’ll change the nappy and I’ll tell a fairytale – on renegotiating parental roles among young Polish couples. MARTA WISZNIEWSKA Nofer Institute Of Occupational Medicine, Poland Healthy Woman's Diary in prevention of cancer. EMILIA KANGAS, ANNA‐MAIJA LÄMSÄ University of Jyväskylä, Finland Media discourses of fatherhood in organizations and management in Finland, 1990–2015. ALEKSANDER STAŃCZAK Nofer Institute Of Occupational Medicine, Poland Working fathers and childless male employees. Different needs, the same work‐life balance? 15:10–15:30 15:30–17:00 19:30 KINGA POLAŃSKA, ANNA KRÓL, DOROTA MERECZ‐KOT, JOANNA JUREWICZ, TERESA MAKOWIEC‐DĄBROWSKA, FLAVIA CHIAROTTI, GEMMA CALAMANDREI, WOJCIECH HANKE Nofer Institute of Occupational Medicine, Poland Maternal stress during pregnancy and neurodevelopmental outcomes of children during the first two years of life. JOANNA JUREWICZ, MICHAŁ RADWAN, DOROTA MERECZ‐KOT, WOJCIECH SOBALA, WOJCIECH HANKE Nofer Institute of Occupational Medicine, Poland Occupational, life stress and family functioning – does it affect semen quality? COFFEE BREAK Session 5: Gender stereotypes SYLWIA KAPUSTA, MIREK KOFTA, WIKTOR SORAL, ZUZANNA KWIATKOWSKA The Robert B. Zajonc Institute for Social Studies University of Warsaw, Poland It’s a man’s, man’s world – role of masculine self‐stereotype in shaping entrepreneurial intentions. JULITA CZERNECKA, EWA MALINOWSKA University of Lodz, Poland The role of physical attractiveness in private life and professional career in experiences of women and men in different ages. CLAUDIA MORINI Utrecht University, Gemma Erasmus Mundus Master, Italy/ The Netherlands Migrant solo‐women squatting and feminist practices: Ethnography from the first Italian women squatting in Florence, Italy. WIESŁAWA Ł. NOWACKA Warsaw University of Life Sciences, Poland Forestry – women in men dominated profession. WELCOME RECEPTION May 20th, FRIDAY 8:30–9:00 Registration 9:00–9:45 Keynote lecture #2 LIVIA SZ. OLÁH Gendering everyday realities in Europe: can both women and men “have it all”? 9:45–11:35 11:35–11:55 Session 6: Work‐related strain and employees’ health JOLANTA WALUSIAK‐SKORUPA Nofer Institute of Occupational Medicine, Poland A gender‐sensitive approach to occupational health. JASMIJN SLOOTJES, SASKIA KEUZENKAMP, SAWITRI SAHARSO Vrije Universiteit Amsterdam, The Netherlands Narratives of meaningful endurance – critical transitions between vicious and virtuous cycles between health and employment in migrant women's life histories. OLA SAYED MOHAMED ALI, NADIA BADAWY ABDELGAWAD BADAWY, SANAA ABOULMAKAREM RIZK, HEND GOMAA, MAI SABRY SALEH National Research Center, Egypt Allostatic load assessment for early detection of stress in a pilot sample of working adults. ANNA NAJDER Nofer Institute of Occupational Medicine, Poland Health behaviors among male shift workers. AGATA WĘŻYK, ALEKSANDRA ANDYSZ Nofer Institute of Occupational Medicine, Poland Working while ill – what makes people presentees? COFFEE BREAK Session 7: Facilitators and barriers in achieving work‐life balance part 1 AGATA WĘŻYK, ALEKSANDRA ANDYSZ, ANNA NAJDER, ALEKSANDRA JACUKOWICZ Nofer Institute of Occupational Medicine, Poland Work‐life balance solutions – what Polish and Norwegian people use? BEÁTA NAGY, MÁRTA RADÓ, GÁBOR KIRÁLY Corvinus University of Budapest, Hungary Work‐to‐family spillover: gender differences in Hungary. 11:55–13:45 ALEKSANDRA JACUKOWICZ Nofer Institute of Occupational Medicine, Poland Work‐home duo – harmony or dissonance? Work‐life balance of female and male musicians at different stages of career. DENISA FEDÁKOVÁ, LUCIA IŠTOŇOVÁ Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Slovakia Findings from 3rd EQLS: working time, housework time and work‐family conflict in the context of gender. 13:45–14:45 MARIA JOHANNA SCHOUTEN University of Beira Interior / Interdisciplinary Centre of Social Sciences – University of Minho, Portugal Technology and time allocation: the key role of gender. LUNCH Session 8: Facilitators and barriers in achieving work‐life balance part 2 JACEK GĄDECKI, MARCIN JEWDOKIMOW, MAGDALENA ŻADKOWSKA University of Gdańsk, Poland The Work and Life Imbalance caused by teleworking. CRISTINA C. VIEIRA, LINA COELHO, SÍLVIA PORTUGAL & RAQUEL RIBEIRO University of Coimbra, Portugal Balancing private and working life in heterosexual couples with dependent children: a study in Portugal during the period of economic crisis (2012–2014). 14:45–16:35 NIKOLETT GESZLER Corvinus University of Budapest, Hungary Time‐based work‐family conflict in the life of Hungarian manager fathers. URSZULA MARCINKOWSKA Medical University of Silesia, School of Medicine with the Division on Dentistry in Zabrze, Poland Shift work‐ family life conflicts among 'typical' female and male professions: nursing and mining. DOROTA MERECZ‐KOT, AGATA WĘŻYK Nofer Institute of Occupational Medicine, Poland On relationship between work‐home interaction and perceived work life balance – gender and country‐related differences. 16:35–16:50 COFFEE BREAK 16:50–18:00 Poster session – presentation and discussion 18:15 GUIDED CITY TOUR May 21st, SATURDAY Session 9: Health behaviors, quality of life and Session 10: Aggression, violence and gender part 1 well‐being of men and women part 1 9:00–10:10 BEATA KOWALSKA, EWA KRZAKLEWSKA, MARTA WARAT, PIOTR BRZYSKI Jagiellonian University of Krakow, Poland Enhancing quality of life for women and men in Poland. How can it be achieved? SZYMON SZEMIK, MAŁGORZATA KOWALSKA Medical University of Silesia, Poland Quality of Life of adults aged 25–44 years, living in the Silesian voivodship – preliminary results. HEIDI SILLER, MARGARETHE HOCHLEITNER Medical University of Innsbruck, Women's Health Centre, Austria How is psychological violence in the workplace perceived by women engaged in fighting for gender equality? DOROTA MERECZ‐KOT, MARCIN DRABEK Nofer Institute of Occupational Medicine, Poland Bullying at work – does gender matter? 10:10–10:30 ADRIANNA POTOCKA, ANNA NAJDER, ALEKSANDRA ANDYSZ Nofer Institute of Occupational Medicine, Poland Four psychosocial types of mothers and differences in nutritional status of their children. COFFEE BREAK 10:30–11:40 Session 11: Health behaviors, quality of life and well‐being of men and women part 2 EWA MALINOWSKA, KRYSTYNA DZWONKOWSKA‐GODULA University of Lodz, Poland Influence of gender on attitudes towards health in women and men’s beliefs. EWA MALINOWSKA, EMILIA GARNCAREK University of Lodz, Poland Pro‐health behaviors of young, middle‐aged and older women and men. JOANNA CHYLIŃSKA, DOROTA WŁODARCZYK, MIROSŁAWA ADAMUS, MARIUSZ JAWORSKI, MAGDALENA ŁAZAREWICZ, MARTA RZADKIEWICZ, GEIR A. ESPNES, GORIL HAUGAN, MONICA LILLEFJEL Medical University of Warsaw, Poland Visit‐related needs and health of senior patients in primary health care in Poland. 11:40–12:00 Closing ceremony 12:00 LUNCH Session 12: Aggression, violence and gender part 2 KATERYNA KOLNOGOROVA USWPS University of Social Sciences and Humanities, Poland Effects of street harassment on the level of anxiety of women and men. JOANNA PTAK Jagiellonian University of Krakow, Poland Is gender approach towards 'honour' violence justified? The case of Germany, the Netherlands and UK. KONSTANTINOS TSIRIGOTIS The Jan Kochanowski University in Kielce, Piotrków Trybunalski Branch, Poland Gender, femininity, masculinity, indirect and direct self‐ ‐destructiveness.
https://www.pdf-archive.com/2016/03/29/programme/
29/03/2016 www.pdf-archive.com
MOPS at BRCC Registration 94%
MOPS @ BRCC Registration 7480 West US Hwy 52 • New Palestine, IN 46163 • 317.861.3880 ________________________________________________________________________________________________________ Last Name First Name M.I. _________________________________________________________________________________________________________ Address _________________________________________________________________________________________________________ City State Zip Code _________________________________________________________________________________________________________ Home Phone Cell Phone _________________________________________________________________________________________________________ Email Marital Status: Single Married Divorced Widowed Husband’s Name (if applicable): _________________________________ Anniversary: __________________ Prior MOPS Member: No Yes, at BRCC Yes, somewhere else Do you attend church?: No Yes, at BRCC Yes, __________________________________________ How did you find out about MOPS at BRCC? ______________________________________________________ Please list ALL of your children’s names & birthdates: (Please fill out the back for each child who will be in the MOPPETS program.) _________________________________________________________________________________________________________ Name Gender Birthdate _________________________________________________________________________________________________________ Name Gender Birthdate _________________________________________________________________________________________________________ Name Gender Birthdate _________________________________________________________________________________________________________ Name Gender Birthdate If you are pregnant, when is your due date? ______________________________________________________ Please note, there is a space limitation in MOPS based on volunteer availability in the MOPPETS program. You will receive a notice confirming the receipt of your registration. We will inform you by September 3, 2010 in regard to your registration status (accepted or on waiting list). Thank you for understanding. ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ MOPS Group Only ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Date Received: _______________________ Date Registration Fee ($20.00) Received: _______________ Discussion Group Assigned: ________________________________________________________________________ MOPPETS at BRCC Registration 7480 West US Hwy 52 • New Palestine, IN 46163 • 317.861.3880 Please list only the children who will be in the MOPPETS program. Child’s Name (Last, First, M.I.): ___________________________________________________________________ Birthdate: __________________________________________________ Gender: Boy Girl Address (if different from mother’s): _____________________________________________________________ Additional Emergency Contact: ___________________________________________________________________ Phone Number: ____________________________________ Relationship: ________________________ Allergies/Important Information: ________________________________________________________________ Child’s Name (Last, First, M.I.): ___________________________________________________________________ Birthdate: __________________________________________________ Gender: Boy Girl Address (if different from mother’s): _____________________________________________________________ Additional Emergency Contact: ___________________________________________________________________ Phone Number: ____________________________________ Relationship: ________________________ Allergies/Important Information: ________________________________________________________________ Child’s Name (Last, First, M.I.): ___________________________________________________________________ Birthdate: __________________________________________________ Gender: Boy Girl Address (if different from mother’s): _____________________________________________________________ Additional Emergency Contact: ___________________________________________________________________ Phone Number: ____________________________________ Relationship: ________________________ Allergies/Important Information: ________________________________________________________________ Child’s Name (Last, First, M.I.): ___________________________________________________________________ Birthdate: __________________________________________________ Gender: Boy Girl Address (if different from mother’s): _____________________________________________________________ Additional Emergency Contact: ___________________________________________________________________ Phone Number: ____________________________________ Relationship: ________________________ Allergies/Important Information: ________________________________________________________________ To register additional children, please attach another MOPPETS registration form.
https://www.pdf-archive.com/2011/07/28/mops-at-brcc-registration/
28/07/2011 www.pdf-archive.com
RGSE-Pamphlet-1 94%
We reject the norms and ideas of the capitalist state that condone and perpetrate violence against gender-oppressed people.
https://www.pdf-archive.com/2017/02/15/rgse-pamphlet-1/
15/02/2017 www.pdf-archive.com
39-Pepi Rospina Pertiwi, Dewi Juliah Ratnaningsih 94%
PENDIDIKAN KELUARGA BERWAWASAN GENDER MELALUI PENYULUHAN PEMANFAATAN LIMBAH PERTANIAN DALAM UPAYA PENINGKATAN KUALITAS KELUARGA (Kasus Masyarakat Desa Pengasinan, Gunung Sindur, Bogor) 1 1 Pepi Rospina Pertiwi , Dewi Juliah Ratnaningsih 1 Universitas Terbuka, Tangerang Selatan Email korespondensi:
https://www.pdf-archive.com/2011/12/05/39-pepi-rospina-pertiwi-dewi-juliah-ratnaningsih/
05/12/2011 www.pdf-archive.com
conference-program-guide-7 93%
Moreover, students also participate in policing each other, by punishing those that don’t meet the expectations of what’s considered desirable or cool, often based on gender, sexuality, race and class.
https://www.pdf-archive.com/2015/11/25/conference-program-guide-7/
25/11/2015 www.pdf-archive.com
The (P)art of the Tease 92%
Historically, the 19th century burlesque performers occupied a unique position that challenged the gender binary.
https://www.pdf-archive.com/2010/11/17/the-p-art-of-the-tease/
17/11/2010 www.pdf-archive.com
Poster Y3844892 92%
Gender • IV:
https://www.pdf-archive.com/2017/03/13/poster-y3844892/
13/03/2017 www.pdf-archive.com
Poster Y3844892 92%
Gender • IV:
https://www.pdf-archive.com/2017/03/13/poster-y3844892-1/
13/03/2017 www.pdf-archive.com
ANALYSIS OF GENDER ON TWITTER TO UK POLITICS JOURNALISTS 92%
COMPARATIVE ANALYSIS OF GENDER ON TWITTER IN RELATION TO UK POLITICS JOURNALISTS OCTOBER 2017 COMPARATIVE ANALYSIS OF GENDER ON TWITTER IN RELATION TO UK POLITICS JOURNALISTS Contents Section Page Summary 1–8 Background 9 – 11 Work carried out 12 – 13 UK Politics journalists demographics on Twitter 14 – 15 Potential gender bias in follower activity 16 – 21 Potential gender bias in retweet activity 22 – 28 Implications – glass ceiling effect 29 – 31 Implicatons – comparison to PoliticsUKTD GE2017 analysis 32 – 33 Conclusion 34 – 35 Potential actions and areas for further investigation 36 – 37 Appendix 1 – regression results 38 – 43 Appendix 2 – PoliticsUKTD GE2017 analysis blog post 44 – 53 Acknowledgements 54 COMPARATIVE ANALYSIS OF GENDER ON TWITTER IN RELATION TO UK POLITICS JOURNALISTS Summary Background PoliticsUKTD GE2017 Analysis In late June 2017 Lissted produced an analysis of influential Twitter users in relation to the UK General Election 2017 (Appendix 2).
https://www.pdf-archive.com/2017/12/12/analysis-of-gender-on-twitter-to-uk-politics-journalists/
12/12/2017 www.pdf-archive.com
Queering Disaster Emergency Management - M.A. Cianfarani 92%
Queering Canadian Disaster and Emergency Management Abstract It is well-established that disasters reinforce social inequalities based on race, class, ability, ethnicity, and gender, yet very little is known about the experiences of lesbian, gay, bisexual, trans, and queer (LGBTQ) people in disaster and emergency contexts in Canada.
https://www.pdf-archive.com/2016/06/21/queering-disaster-emergency-management-m-a-cianfarani/
21/06/2016 www.pdf-archive.com
ContentServer.asp-3 92%
We discuss these results in the context of the gender differences in exposure to paid and family work that characterize this sample of recent immigrants.
https://www.pdf-archive.com/2014/11/12/contentserver-asp-3/
12/11/2014 www.pdf-archive.com