eGender: Gill Kirkup: Viewing the elearning landscape through the lens of gender
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Gill Kirkup (Institute of Educational Technology Open University, Milton Keynes): In Universities we are busy dealing with the impact of elearning tools and pedagogies on our students and our staff and our knowledge domains. We know that elearning can create opportunities; we worry that it also creates barriers. But who benefits and who is disadvantaged is not yet clear. In this new higher education landscape the complexities of gender can be overlooked because our attention is fully occupied with new structures, technologies, practices, markets, and too few resources. Women students, on the other hand, don’t cause us worry; overall they appear to be performing well. However, it is possible to lose the gender equality gains that have been achieved in the last thirty years in the complexities of change. In this lecture I will argue that the new elearning landscape needs to be examined through the lens of gender. I will review what is known about women’s access to, and use of the technologies of elearning, and relate this to what we know about gender and higher education. I will discuss how gender mainstreaming principles can be integrated into good practices in the design and delivery of elearning, to increase the opportunities for all.
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This document provides tips for real estate agents to grow their business online. It discusses understanding today's online consumers and the choices they have when searching for information. The challenges of building a real estate business are outlined. Key strategies are presented for targeted lead generation through paid advertising, social media and Craigslist. The importance of moving leads through the sales funnel and engaging prospects at the right time is emphasized. Four strategies are provided to guarantee lead engagement: recommended listings, market data, listing alerts, and an integrated marketing center. The document concludes with tips for preparing to contact leads and standing out online.
Cachorrada
O texto deseja boas vibrações para a saúde, casa, família, trabalho e vida financeira da pessoa. Também espera que ela encontre amor, tranquilidade e fé, e que nunca desanime.
Gender sensitization
Dear friends gender sensitisation is required to provide healthy working environment to our women working force.
Pl send your comments
Gender Sensitization
Gender Sensitization refers to theories which claim that modification of the behavior of teachers and parents (etc.) towards children can have a causal effect on gender equality.
Theories of Gender Development
The document summarizes several theories of gender development, including social learning theory, cognitive developmental theory, gender schema theory, and gender script theory. It compares concepts between theorists like Freud and Horney. It also discusses problems with fully explaining gender development with any single theory and notes a goal of understanding increased gender flexibility in late adolescence.
Gender sensitivity issues
This document discusses various concepts related to gender including:
1. The differences between sex (biological) and gender (socially constructed roles and behaviors)
2. Observations about gender issues in schools including higher enrollment of girls but increased dropout rates for boys.
3. Key terms like patriarchy, class, condition, position, discrimination, double burden, feminism, and violence against women.
4. God's original intention for men and women to be equal partners in dominion over creation.
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Similar to eGender: Gill Kirkup: Viewing the elearning landscape through the lens of gender
Proposal PP.pptx
This document outlines a research proposal on factors affecting female participation in higher education programs at Hawassa University in Ethiopia. The study aims to identify reasons for low female enrollment in postgraduate programs, particularly in the Department of Governance and Development Studies. It will employ qualitative and quantitative methods like interviews, focus groups, and enrollment data analysis. The study seeks to understand socioeconomic, cultural, and institutional barriers to gender parity in education. It ultimately aims to inform policymakers on improving female access and participation in higher education.
Integrating ICTs in Gender-mainstreaming, Munyonyo _ Uganda
This document discusses integrating information and communication technologies (ICTs) to promote gender mainstreaming and address HIV/AIDS issues in urban areas of Uganda. It outlines how ICTs can be used to target different groups, especially those in high-density urban areas, by raising awareness through tools like websites, radio shows, documentaries and community meetings. The presentation notes that addressing gender inequalities and empowering both men and women are crucial to preventing HIV transmission, and that ICTs can help disseminate information to promote greater gender equity and reproductive health education.
Gender Mainstreaming And Planning
The document discusses the concept of gender mainstreaming. It began in 1985 at the Third World Conference on Women in Nairobi and was further developed by the United Nations. Gender mainstreaming aims to promote gender equality by assessing how policies, programs, and legislation will impact men and women. It seeks to make gender perspectives central to all activities from policy development to implementation. The goal is to address inequalities that discriminate against both sexes and ensure initiatives work to reduce gender inequality.
Community, gender and technology
1. The document discusses how information and communication technologies (ICTs) can impact human development in communities, with a focus on achieving gender equality and fairness of opportunities for women and men.
2. ICTs can make community contributions more visible, strengthen communication rights, and influence politics, attitudes, and behaviors, but must represent a plurality of voices.
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Sociology impact of technology on society
Technology and human life cannot be separated. We use technology in our daily life to travel, to communicate, to learn and more. However technology has also caused us concerns. Its poor application has results into serious threat to our lives and society. So we have conducted a survey to see its effect in our lives
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Gender planning aims to ensure equality and equity between women and men through empowering women in developing societies. It focuses on the relationship between gender and development, formulating gender policy, and implementing gender-sensitive planning practices. Fairness demands that everyone, regardless of gender, has equal opportunities. Gender planning can be conceptualized in three ways: as target-group planning focusing on women; as participatory planning that shapes identities and needs; and by addressing how planning reproduces social categories like gender. Case studies from Namibia, India, and Tunisia show how gender analysis and participatory research methods were used to inform agricultural and development policies to make them more responsive to women's roles and needs.
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This document provides guidance for developing and implementing effective e-mentoring programs for at-risk youth, based on lessons learned from the Urban Youth What It Takes e-mentoring initiative. Key aspects discussed include establishing partnerships, program rationale focused on innovations for serving African American boys, program planning considerations, selecting an e-mentoring platform, recruiting and engaging youth and mentors, integrating online and offline activities, implementation, progress measurement, and conclusions. The power of partnerships, an asset-based approach, and capitalizing on youths' affinity for technology were found to be important factors for success.
TAKING SIDES ISSUE 17ARE AMERICA’S SCHOOLS RESEGREGATING1..docx
TAKING SIDES: ISSUE 17
ARE AMERICA’S SCHOOLS RESEGREGATING?
1. What is the summary of Issue 17? (pp 306-309). Was segregation the official policy of the US government?
2. Explain, with detail, the section labeled “Unmaking Brown” (pp 310-312) up to “Hidden History of Choice” on page 312. Explain the legislation in this section. What does the author mean by unmaking Brown?
3. Explain, with detail, the sections from “Hidden History of Choice” (pp 312-314) including “A Paradigm Shift” on page 314. For example, what policies/practices have and haven’t worked?
4. What are the facts and contradictions that Ellen presents on pages 315-316? Up to the section called: why are some mixed neighborhoods stable.
5. Why are some mixed neighborhoods stable? (pp 316-317). Explain this in detail. What is the ‘racial neighborhood stereotyping’ hypothesis? Explain all three parts.
6. What are the policies that Ellen presents on page 317; how is that measured in “Testing the Theory”? What is the data? What does the author mean by “neighborhoods sheltered from black growth are more stable?” (p 318). Cover all up to “Policy Implications, Big and Small”.
7. Explain the section from “Policy Implications, Big and Small” through page 320. What is the good news that Ellen presents on pages 318-320? Answer questions 5-7 on page 321 from Critical Thinking and Reflection.
8. Answer questions 1-4 from page 321 Critical Thinking and Reflection. Summarize the “Is There Common Ground” on that same page.
Running head: STUDENTS AND TECHNOLOGY 1
STUDENTS AND TECHNOLOGY 2
The Harmful Effect of Personal Technology to Students
American Intercontinental University
November 27, 2016
Abstract
This paper discusses the subject matter that students are being harmed by their overdependence on personal digital technology. It highlights four main points to support this argument and offers one counter argument. It concludes by stating that in as much as technology does harm students, it has contributed to the quality of education.
Overdependence of personal digital technology by students should be monitored and regulated as they are adversely affected.
First, statistics report that three in four teens (74%) aged 12-17 own cell phones, tablets and other devices (Pew Research Centre, 2013). This is alarming as one wonders what time do they get to their studies and even socializing. Students’ overdependence on technology adversely affects their social skills which enhance interaction and communication with others.
The second argument is that students visit social media sites multiple times in a day and this means that they do not get to their school assignments and if they do, it is not ...
Information Literacy Wikipedia
Information literacy involves effectively analyzing and using information from various sources. It is an important skill taught in many schools and required courses to ensure students can properly research topics. While everyday information searching often relies on a single source, academic research demands using legitimate websites and considering multiple perspectives to avoid bias. Younger generations who grew up with technology often find acquiring digital literacy skills easier than older generations who had to adapt to evolving technologies.
Conole Policy Eden
The document summarizes findings from a study on student experiences with technology and learning. It found that students use a wide range of tools for different purposes like researching, communicating, and completing assignments. Students have integrated learning styles and prefer personalized, interactive learning approaches over fixed content. While students adapt technologies for their own purposes, this does not always align with institutional policies, highlighting a need for more flexible approaches to learning.
The student experience: How does it align with policy directives?
The document summarizes findings from the JISC Learner Experience Programme (LXP) regarding students' use of technology. The LXP studied students across different disciplines and found extensive use of various tools for tasks like researching, communicating, and completing assignments. Students had personalized approaches and used tools in unintended ways compared to institutional policies. This points to a mismatch between policy directives focused on lifelong learning and the realities of students' technology use in a rapidly changing social and educational context.
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The document discusses e-learning in Canada based on a literature review and policy survey. It finds that while Canada pioneered e-learning infrastructure, it now lags some other countries. A national e-learning strategy and greater collaboration are needed. The document proposes developing a common framework, nurturing shared leadership, and establishing partnerships to coordinate e-learning policies across jurisdictions.
Gender Responsive Training :TOT LASPNET.pptx
This document provides an overview of gender responsive training for legal aid service providers. It discusses:
1) The importance of designing gender responsive legal aid programs, policies, and activities that address the different roles, needs, and interests of women, men, girls, and boys.
2) Key aspects of promoting gender equity during training, such as ensuring equal participation and creating a safe space for women.
3) Common forms of gender bias, like discriminatory laws and teaching materials, and the need to challenge arguments against prioritizing gender issues.
4) The importance of achieving gender equality in law to protect human rights and how discriminatory laws still restrict women's freedoms in many places.
TOT LASPNET.pptx
This document provides guidance on designing and implementing gender responsive legal aid programs and trainings. It discusses:
1) The importance of addressing gender differences and promoting equality in legal aid activities, policies, and programs.
2) Key aspects of gender responsive training, including ensuring equal treatment, participation, and representation of all genders.
3) The need to consider gender lenses in curriculum development, training delivery, and participation to overcome barriers faced by different genders.
4) How to raise awareness of and challenge gender bias and discrimination in laws, policies, cultural practices, and teaching materials.
Gender Mainstreaming
Gender mainstreaming aims to promote gender equality by integrating gender perspectives into all policies, programs, and activities. It seeks to address inequalities that discriminate against both women and men. Gender mainstreaming is not just about improving access or balancing statistics - it targets major economic and social policies to ensure both women and men participate fully and benefit equally from development. It recognizes that gender affects lives from birth and aims to establish a balanced distribution of responsibilities between women and men through determined political action and support.
Gender Mainstreaming
Gender mainstreaming aims to promote gender equality by integrating gender perspectives into all policies, programs, and activities. It seeks to address inequalities that discriminate against both women and men. Gender mainstreaming is not just about improving access or balancing statistics - it targets major economic and social policies to ensure both women and men participate fully and benefit equally from development. It recognizes that gender affects lives from birth and aims to establish a balanced distribution of responsibilities between women and men through determined political action and support.
Concepts And Information Literacy Demand 03
The document discusses the concepts of information literacy and lifelong learning. It states that to survive and develop, people and organizations need information to understand themselves, their environment, and social situations. It also discusses how information literacy is important for participating effectively in today's information society. Finally, it describes information literacy as a set of skills that includes recognizing information needs, and locating, evaluating, and using information effectively.
FSU FAME Conference Presentation Slides
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
Dr Dorothy Okello, Keynote, HELTASA13, Bridging gender gap in ict4 education ...
Dr Dorothy Okello, Keynote, HELTASA13, Bridging gender gap in ict4 education ...University of South Africa (Unisa)
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Die Frage des Stils – das bedeutet immer ein Abwägen, ein Prüfen eines „spitzen Gegenstands“. Wenn wir nun nach dem Verhältnis und der Vermittlung von Subjekten und „Dingen“ fragen, ist es auch eine Stilfrage ihre Ausformungen zu beschreiben.
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Inwiefern in solchen Artikulationen die Begriffspaare Natur und „Künstlich“ sowie Maschine und Mensch nicht überwunden sondern umgangen oder gar umgarnt werden, steht zur Disposition. Ebenso inwiefern sich hier Fragen der Geschlechterkonstruktion einschreiben und selbst vulgarisiert werden – im Zuge des Stils.
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Das Projekt „Gender in die Lehre“ (GiL) an der TU Wien ist ein Projekt der Koordinationsstelle für Frauenförderung und Gender Studies TU Wien in Kooperation mit Dipl. Ing.in Sonja Hnilica und Knoll Szalai Technisches Büro für Landschaftsplanung und Unternehmensberatung.
GiL (Okt. 2005 – Dez. 2007) ist das erste Projekt in Österreich, das sich konkret mit dem Zusammenhang von Gender und zwei ausgewählten Studienrichtungen – nämlich Elektrotechnik und Technische Physik – an einer Technischen Universität umfassend auseinander setzt, für eine Sensibilisierung auf unterschiedlichen Ebenen sorgt sowie konkrete Handlungsempfehlungen zur Implementierung von Gender in die Lehre entwickelt.
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Zur Vergeschlechtlichung technologischer Artefakte und den Möglichkeiten eines De-Gendering
Die Frage, ob Benutzungsschnittstellen vergeschlechtlicht sind, ruft zumeist zwei Reaktionen hervor. Entweder wird Technik prinzipiell als neutral deklariert oder es werden signifikante geschlechtsspezifische Unterschiede bei Nutzung von Schnittstellen unterstellt. Während die erste Position auf einem Wissenschaftsideal von rationaler, objektiver und wertfreier Forschung basiert, greift die zweite häufig auf vermeintlich körperlich begründete Differenzen zwischen Frauen und Männern zurück.
Beide Auffassungen wurden von der Wissenschafts- und Technikforschung, Gesellschaftstheorie und den Gender Studies widerlegt. Es gibt kein „Design from nowhere“, wie die Wissenschaftsforscherin Lucy Suchman betont. Artefakte sind nicht „unschuldig“, sondern stets in gesellschaftlich-hierarchischen Machtstrukturen verortet. Subjektivität, politische Interessen oder vermeintliche Selbstverständnisse durchdringen soziale und wissenschaftliche Realitätskonstruktionen ebenso wie die ingenieurwissenschaftliche Konstruktion der Artefakte. So scheint auch die „Sichtbarkeit“ der gegenwärtig populär diskutierten Geschlechterdifferenzen (z.B. bei der Raumnavigation, bei sprachlichen Fähigkeiten oder der Nutzung verschiedener Hirnareale) stärker von zuvor festgesetzten Kriterien, Grenzwerten und Algorithmen abzuhängen als von den erzielten Messwerten selbst.
eGender: Heike Wiesner
Der Vortrag geht der Frage nach, inwieweit die Kategorie „Geschlecht“ sich auf Aufbau, Struktur und Durchführung von virtuellen Lern- und Lehrumgebungen auswirkt. Er bietet einen Einblick in das Konzept Gender und zeigt auf, wie es gelingen kann, Erfolgskriterien für Chancengleichheit im Bereich multimedialen Lehrens und Lernens zu entwickeln und umzusetzen. Die Kategorie „Geschlecht“ in virtuelle Lehr- und Lernumgebungen systematisch einzuführen, beinhaltet somit das Anliegen geschlechterbewusste Sichtweisen in alle Lernmodule und Lerneinheiten einzubeziehen. Was sind Kriterien für eine gendersensible virtuelle Lehre? Wie lassen sich Gender-Themen in eine Fachdisziplin integrieren, deren inhaltliche Ausrichtung auch auf technische Handlungsfelder trifft, die ohne sichtbare Bezugnahme zur Kategorie Gender entwickelt wurden? Entscheidend für die Akzeptanz und die kreative Nutzung von Multimedia im Hochschulkontext ist, dass sich die Nutzenden mit der Technologie komfortabel und vertraut fühlen. Das setzt aber auch voraus, dass eigene Gestaltungsmöglichkeiten konkret erfahrbar werden. Wenn die stark gesellschaftlich geschlechtsdualistische Trennung in vielen Arbeitskontexten zwischen den technisch Versierten einerseits und den technisch weniger Versierten nicht in Bewegung gebracht werden kann, so ist zu befürchten, dass virtuelle Angebote nicht zu einer Überwindung, sondern zu einer Verfestigung geschlechtsdualistischer Zugänge zur Informationstechnik führen wird. Eine genderbewusste Konzeption virtueller Lehr- und Lernangebote kann diesem Prozess konstruktiv entgegenwirken.
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留信网认证的作用:
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6:个人职称评审加20分
7:个人信誉贷款加10分
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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Discover timeless style with the 2022 Vintage Roman Numerals Men's Ring. Crafted from premium stainless steel, this 6mm wide ring embodies elegance and durability. Perfect as a gift, it seamlessly blends classic Roman numeral detailing with modern sophistication, making it an ideal accessory for any occasion.
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- 9. The three-legged stool of mainstreaming – Booth and Bennet 2002
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