Pembelajaran Transformatif Dalam Kalangan Wanita Dewasa Yang Menunaikan Haji Di Perak

Transformative learning is a process of engaging with an individual’s referral framework including perspectives of meaning, habit, mind and thinking. This study was conducted to study the transformational learning that takes place in adult women in performing the Hajj. This study is designed to identify triggers, factors and effects .The methodology of this study uses semi-structured interviews. A total of 5 informants consisting of adult women aged 45 to 65 were selected using the snowball method. The results show that different triggering events in each individual can change the perspective of informants to change. Factors help inform informants to support and encourage them to continue to move in a positive direction. Suggestions to future researchers may extend the scope of Malaysia including Sabah and Sarawak, study gender differences and use data triangulation.

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Identity Status, Gender, and Social Comparison among Young Adults

10.31234/osf.io/x9k6b ◽

2019 ◽

Author(s):

Fanny Gyberg ◽

Ann Frisén

Keyword(s):

Gender Differences ◽

Young Adults ◽

Social Comparison ◽

Young Adulthood ◽

Identity Status ◽

Adult Women ◽

Global Identity ◽

Identity Statuses ◽

Social Comparison Orientation ◽

And Diffusion

The aim of this study was to investigate identity status globally and across identity domains among young Swedish adult women and men. Also, potential differences in social comparison between identity statuses were evaluated. The results showed that most of the 124 participants (50% women, Mage 33.29 years) were assigned to an achieved global identity and had made identity-defining commitments across domains. Gender differences in identity status were found in the occupational and parenthood domains. In addition, differences in social comparison orientation were found only in the parenthood domain, whereas those assigned to moratorium scored higher in social comparison than did those assigned to foreclosure and diffusion. These results bring important knowledge to our understanding of identity during young adulthood.

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Gender Differences and Their Influences on T2DM Self-Management Among Spanish-Speaking Latinx Immigrants

Hispanic Health Care International ◽

10.1177/15404153211011727 ◽

2021 ◽

pp. 154041532110117

Author(s):

Cheryl A. Smith-Miller ◽

Diane C. Berry ◽

Cass T. Miller

Keyword(s):

Gender Differences ◽

Health Literacy ◽

English Language ◽

Educational Achievement ◽

Self Management ◽

Structured Interviews ◽

Health Promoting Behaviors ◽

History Of ◽

Health Promoting ◽

Excessive Alcohol

Introduction: Evidence suggests that gender may influence many aspects of type 2 diabetes (T2DM) self-management (SM) and we posit that limited English language–proficient Latinx immigrants face additional challenges. Methods: Instruments and semi-structured interviews were used to examine gender differences on health literacy, diabetes knowledge, health-promoting behaviors, diabetes, eating and exercise self-efficacy (SE), and T2DM SM practices among a cohort of limited English language–proficient Latinx immigrants. Statistical and qualitative analysis procedures were performed comparing males and females. Results: Thirty persons participated. Males tended to be older, have higher educational achievement, and more financial security than females. Physiologic measures tended worse among female participants. Health literacy and exercise SE scores were similar, but females scored lower on Eating and Diabetes SE. Forty-seven percent ( n= 9) of the women reported a history of gestational diabetes mellitus and a majority of men ( n = 7) cited difficulty with excessive alcohol. Consumption: Males appeared to receive more SM support compared to females. Females more frequently noted how family obligations and a lack of support impeded their SM. Work environments negatively influenced SM practices. Conclusion: Men and women have unique SM challenges and as such require individualized strategies and support to improve T2DM management.

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Abstract 1352: Gender Differences In Cardiac Repolarization In Transgenic Long QT Syndrome 2 (LQT2) Rabbits

Circulation ◽

10.1161/circ.116.suppl_16.ii_277-a ◽

2007 ◽

Vol 116 (suppl_16) ◽

Author(s):

Katja E Odening ◽

Mohammad Hajjiri ◽

Michael Brunner ◽

Peem Lorvidhaya ◽

Lorraine Schofield ◽

...

Keyword(s):

Gender Differences ◽

Cardiac Repolarization ◽

Adult Women ◽

Male Adult ◽

Clinical Events ◽

Transgenic Rabbits ◽

Surface Ecg ◽

Electrophysiological Studies ◽

Genotype Difference

Introduction: Adult women with LQT2 are at higher risk for clinical events and sudden cardiac death (SCD) than men. We have created transgenic rabbits over-expressing pore mutants of the human KvLQT1 (LQT1) and HERG (LQT2) selectively in the heart. We report the gender differences in cardiac repolarization, incidence of polymorphic VT and SCD in these cohorts. Methods: Adult female and male LQT1, LQT2, and littermate controls (ages 5 to 33 mo were similar in f/m, LQT2 were younger due to higher mortality) underwent telemetric ECG monitoring, surface ECG and in vivo electrophysiological studies under general anaesthesia with isoflurane (2–5%). Results: Monitoring data showed a steeper QT/RR slope in female (0.745 ± 0.05, n=4) than in male (0.513 ± 0.06, n=9; p<0.05) LQT2 rabbits. No significant gender differences were observed in QT/RR slopes in either LQT1 or WT rabbits. QT-, QTpeak-index and Tp-e were significantly longer in female than in male LQT2 rabbits (females, n=6: QT: 129.2% ± 3.9; QTp: 105.9% ± 2.1; Tp-e: 42.9ms ± 4.1 vs. males, n=8: QT: 117.5% ± 4.3; p<0.05; QTp: 93.5% ± 5.6, p<0.05; Tp-e: 29.5ms ± 2.9, p<0.02). EP studies revealed significantly longer atrial (AERP) and ventricular (VERP) refractory periods in LQT2 females compared to males (females, n=4: AERP: 143.3 ± 5.8 ms; VERP: 212.5 ± 22.2 ms vs. males, n=8: AERP: 102.5 ± 7.7 ms, p<0.01; VERP: 178.1 ± 7.8 ms, p<0.05). AERP and VERP were significantly longer in LQT2 females than in LQT1 females (LQT1 females, n=7: AERP: 101.4 ± 7.7 ms, p<0.01, VERP: 156.9 ± 6.2, p<0.001), whereas in male LQT rabbits this genotype difference was only found in VERP but not in AERP. Survival was significantly shorter in female LQT2 rabbits compared to LQT1 or WT controls, with 4 sudden deaths among 10 LQT2, 1 among 19 WT and no SCD in 13 LQT1 females (p<0.02). No gender difference was observed in mortality. All cases of SCD occurred after sexual maturation and two LQT2 females died during lactation. Monitoring revealed the cause of SCD was polymorphic VT. Conclusions: Monitoring of LQT rabbits reveal gender differences in LQT2 rabbits. QT/RR slope is steeper in female than in male adult LQT2 rabbits. AERP and VERP are longer in LQT2 females than in males. Finally, in LQT2 females, SCD was associated with lactation, but not pregnancy.

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Muslim minority women in Western Thrace: any room for transformative learning?

Education + Training ◽

10.1108/et-02-2018-0052 ◽

2018 ◽

Vol 60 (6) ◽

pp. 596-607

Author(s):

Eugenia Panitsides ◽

Eirini Andromachi Kiouka

Keyword(s):

Transformative Learning ◽

Qualitative Data ◽

Minority Women ◽

Structured Interviews ◽

Limited Sample ◽

Human Right ◽

Right To Education ◽

Content Type ◽

Muslim Minority ◽

Views And Perceptions

Purpose The purpose of this paper is to gain meaningful insights in the learning background, experiences and potential of Muslim minority women in Western Thrace. Design/methodology/approach Qualitative data were obtained through 12 semi-structured interviews, which underwent a three-level qualitative analysis, following the “grounded theory” methodology. Findings It was depicted that Muslim minority women in Western Thrace are susceptible to patriarchal gender norms governed by stereotypes that restrict women to reproductive and caring roles and deprive them of the fundamental human right to education. Although the data suggest that learning in adulthood evidently bears some transformative dynamic, the limited adult learning experiences of some interviewees in this study are far from accounting for any substantial transformation at the personal or community level. Research limitations/implications Subjectivity, biased responses and a limited sample are among research limitations, impeding the generalization of the results and calling for further investigation. Originality/value The originality of the study stems from providing a difficult to reach sample of underprivileged women with the opportunity to express their views and perceptions as regards education and learning, drawing on the identification of specific areas for potential interventions in order to transform their lives and communities.

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‘Since I retired, I can take things as they come. For example, the laundry’: gender, class and freedom in retirement in Switzerland

Ageing and Society ◽

10.1017/s0144686x17000174 ◽

2017 ◽

Vol 38 (8) ◽

pp. 1556-1580 ◽

Cited By ~ 4

Author(s):

MARION REPETTI ◽

TONI CALASANTI

Keyword(s):

Gender Differences ◽

European Union ◽

Division Of Labour ◽

Population Ageing ◽

Active Ageing ◽

The European Union ◽

Structured Interviews ◽

Reform Policy ◽

Men And Women ◽

Gender Division Of Labour

ABSTRACTPopulation ageing has led many countries to be concerned about the ‘economic burden’ of elders, and several have adopted the active ageing paradigm to reform policy. However, gender differences that moderate the effect of active ageing have been little considered. As in other nations in the European Union, Swiss federal authorities use the active ageing paradigm to reshape ageing policies, including the provision of incentives to seniors to remain in the labour market. At the same time, many recent and proposed changes draw on the assumption of gender equality, even though actual parity has not yet been demonstrated. We know little about how gender shapes retirement in Switzerland, other than in relation to financial inequality between women and men. Qualitative analysis of semi-structured interviews conducted with Swiss retirees (N = 15) shows how men and women describe this time of life differently. All respondents characterised retirement as a time of freedom; but the meaning of such freedom diverged for men and women, reflecting the gender division of labour, which is further shaped by class. We discuss the implications of this difference for the gendered consequences of active ageing policies.

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Adult Literacy Programme for Poverty Reduction

Research Anthology on Adult Education and the Development of Lifelong Learners ◽

10.4018/978-1-7998-8598-6.ch033 ◽

2021 ◽

pp. 659-679

Author(s):

Neeta Baporikar ◽

Martha Namufohamba

Keyword(s):

Citizen Participation ◽

Transformational Learning ◽

Adult Literacy ◽

Poverty Reduction ◽

Basic Skills ◽

Sampling Technique ◽

Structured Interviews ◽

Community Members ◽

Low Literacy ◽

Literacy Programme

Citizens who lack basic skills and knowledge end up with unemployment or low-paying jobs. This leads to existence in poverty and a lack of opportunity to even voice. Low literacy levels affect economic development, diminish citizen participation and contribution, and are burdensome on nations. To address the issue, many nations consider, adopt, and support adult literacy programmes (ALP). Namibia is no exception. Hence, in 2003, the Adult Literacy Programme was initiated and is still actively engaging the targeted community members for acquiring basic skills and knowledge, thereby reducing poverty. Thus, the objective of this study is to assess ALP's success in poverty reduction as a citizenry approach. Based on the transformational learning theory and the capability approach, the qualitative research method is adopted, and data collection is done with structured interviews using a purposive sampling technique. Findings reflect ALP has enhanced the lives of participants and, therefore forms part of the measures to inhibit several social-related evils that cause poverty.

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Transformative Learning Opportunities Help Prepare Students for Their Future Careers

Volume 7: Engineering Education and Professional Development ◽

10.1115/imece2009-12913 ◽

2009 ◽

Author(s):

M. Alexandra Scho¨nning

Keyword(s):

Transformative Learning ◽

Transformational Learning ◽

Engineering Students ◽

Learning Opportunities ◽

Engineering Project ◽

Graduate Degrees ◽

Skills Learning ◽

The University ◽

Engineering Projects ◽

Collaborative Efforts

A large percentage of the mechanical engineering students at the University of North Florida have been extensively exposed to transformative learning opportunities over the past five years. Through collaborative efforts with local industry and other institutions, the students have had the opportunity to utilize their engineering knowledge in real-world applications. Students engaged in these projects have improved several of their technical skills in, for example, computer-aided engineering, design, mechanical testing, and analysis. Nontechnical objectives of these projects include improving communication skills, learning how an engineering firm functions, and learning how to research relevant data. Technical and non-technical objectives were met by students working on engineering projects sponsored by partnering collaborators. The collaborators defined the engineering project and the students, under the supervision of faculty, carried out the project tasks. This paper discusses a number of different transformative learning opportunities for students; it discusses the educational objectives and skills developed for each project, and it describes how the students are better prepared for their future careers through their involvement with the program. Many of the students have found rewarding engineering careers and a few have continued to pursue graduate degrees. Furthermore, the paper discusses how the efforts of this program are aligned with the mission of the University in that it heavily emphasizes transformational learning opportunities for the whole university community.

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Adult Literacy Programme for Poverty Reduction

International Journal of Political Activism and Engagement ◽

10.4018/ijpae.2020070103 ◽

2020 ◽

Vol 7 (3) ◽

pp. 30-55

Author(s):

Neeta Baporikar ◽

Martha Namufohamba

Keyword(s):

Citizen Participation ◽

Transformational Learning ◽

Adult Literacy ◽

Poverty Reduction ◽

Basic Skills ◽

Sampling Technique ◽

Structured Interviews ◽

Community Members ◽

Low Literacy ◽

Literacy Programme

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DO OLDER ADULTS AND THEIR CHILDREN AGREE ABOUT THE USE OF LOCATION TRACKING, IN-HOME SENSORS, AND WEB-CAMERAS?

Innovation in Aging ◽

10.1093/geroni/igz038.1357 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S371-S371

Author(s):

Clara Berridge

Keyword(s):

Older Adults ◽

Decision Making ◽

Adult Children ◽

Remote Monitoring ◽

Social Life ◽

Adult Women ◽

Location Tracking ◽

Structured Interviews ◽

Meals On Wheels ◽

Monitoring Technologies

Abstract On the dyad and aggregate level, we compare preferences of older adult women and their adult children for three remote monitoring technologies: location tracking, in-home sensors, and Web-cameras. Their assessments of each technology’s impact on privacy, safety, independence, freedom, relationship with family member, social life, and identity are also compared. Twenty-eight individual, in-depth structured interviews were conducted with 18 women who are Meals on Wheels clients and 10 of their adult children. Adult children preferred each technology more than their mothers did and underestimated both their mothers’ ability to comprehend the functions of the technologies and the importance of engaging them fully in decision making. For both groups, privacy was the most-cited concern, and participants perceived significant overlap between values of privacy, independence, identity, and freedom. Shared decision-making tools are needed to promote remote monitoring use consistent with older adults’ values and to prevent conflict and caregiver overreach.

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We Learnt a Lot: Challenges and Learning Experiences in a Southern African—North European Municipal Partnership on Education for Sustainable Development

Sustainability ◽

10.3390/su12208607 ◽

2020 ◽

Vol 12 (20) ◽

pp. 8607

Author(s):

Kerstin Sonesson ◽

Birgitta Nordén

Keyword(s):

Sustainable Development ◽

Transformational Learning ◽

Education For Sustainable Development ◽

Three Dimensions ◽

Global Learning ◽

Structured Interviews ◽

Team Members ◽

Critical Knowledge ◽

Knowledge Formation ◽

Development Goals

This study investigates a reciprocal partnership between two cities in Namibia and Sweden to deepen the understanding of challenges and learning outcomes in a project on education for sustainable development. Since 2008, two municipalities have developed a strong partnership via The Municipal Partnership Programme at the Swedish International Centre for Local Democracy. Municipal partnerships are results-oriented collaborations in joint projects on sustainability. The purpose is to describe how eight team members in the mutual South-North project, by addressing similar problems in different contexts, experienced challenges in the implementation of the project plan, solutions and learning processes. Semi-structured interviews were conducted at the end of the second project year. Transcripts and field notes were analysed using a phenomenographic approach and contextual analysis. Five main categories of description based on collective statements and three dimensions of learning were recognised in the research data. The analysis identifies strategies for critical knowledge formation and capability building to support mutual learning in South-North Municipal Partnerships. The concluding discussion spots the learning dimensions—how sharing experiences by justifying non-formal and transformational learning promotes organisations’ readiness for knowledge formation by conducting mutual global learning towards sustainable development goals.

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