Social Policies, Risks and Vulnerabilities: A Gender Perspective for Mauritius

Author(s):  
Verena Tandrayen-Ragoobur ◽  
Deepa Gokulsing
2013 ◽  
Vol 44 (5) ◽  
pp. 311-319 ◽  
Author(s):  
Marco Brambilla ◽  
David A. Butz

Two studies examined the impact of macrolevel symbolic threat on intergroup attitudes. In Study 1 (N = 71), participants exposed to a macrosymbolic threat (vs. nonsymbolic threat and neutral topic) reported less support toward social policies concerning gay men, an outgroup whose stereotypes implies a threat to values, but not toward welfare recipients, a social group whose stereotypes do not imply a threat to values. Study 2 (N = 78) showed that, whereas macrolevel symbolic threat led to less favorable attitudes toward gay men, macroeconomic threat led to less favorable attitudes toward Asians, an outgroup whose stereotypes imply an economic threat. These findings are discussed in terms of their implications for understanding the role of a general climate of threat in shaping intergroup attitudes.


2017 ◽  
pp. 45-59 ◽  
Author(s):  
V. Osmakov ◽  
A. Kalinin

The article considers the problems of industrial policy and, accordingly, the industrial development strategy from the standpoint of the challenges facing the industry, the conditions for the adoption of strategic decisions and possible answers - the key directions of state activities. The main principles and directions are analyzed: investment, foreign trade, technological policies, certain aspects of territorial planning, state corporate and social policies. Proposals on the prospective goal-setting and possible results of industrial policy have been formulated.


1970 ◽  
Vol 13 (3) ◽  
pp. 420-533
Author(s):  
Khusnul Khotimah

One of education goal is how to realize fair society, by not discriminate one sex. But the reality exist discrimination at education that necessitate several effort to solve it, on of it is by formulating curriculum that have gender perspective. Curriculum is a development of vision and mission of educational institution that want to realize education goal. Gender curriculum is based on an assumption that woman and man are equal in education, and have equal opportunity to get education. In its application, gender curri­culum can be formulated implicitly (hidden curriculum), or explicitly (overt curriculum). However, to explain gender problems we recommend explicit way. 


Sign in / Sign up

Export Citation Format

Share Document