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Gender inequalities and climate change are global problems that concern the whole world. These two basic questions also have intersections with each other. Disruptions in natural life, usually due to human activities, lead to climate change over time. Climate change, on the other hand, deepens the already existing gender inequalities. Problems such as water scarcity, natural disasters, lack of access to clean water, and energy shortages are gender-responsive issues that affect women and men in different ways. All these factors, as supported in the literature, cause women to be in an even more disadvantageous position against climate change. One of the policy tools of states in the face of this problem is fiscal solutions. As a fiscal policy tool, government budgets can be used to eliminate the negative effects of climate change on women. This is called gender responsive climate budgeting (GRCB) in the literature. In order to apply GRCB, firstly sex-disaggregated data are required. In addition, institutional structures should be strengthened and strategic plans should be designed in a way that establishes the link between gender and climate change. This process should be carried out in a multistakeholder manner and the resources allocated for the financing of the problems should gain a gender-responsive structure.

The issue of dropout looms large in the context of school education in India despite various flagship programs that have been initiated in school education. According to U-DISE report (2019–2020), girls drop out more than boys at the upper primary level. An analysis of the dropout problem demands probing deeper into intrahousehold dynamics that involves bargaining at the household level on investment decision. These decisions are often influenced by the social context in which the girl child in the family faces discrimination which gets reflected in terms of dropout of girl children. Apart from the issue of gender, birth order also determines which child is more likely to drop out. Using NSSO data (2017–2018), we observe that not all children of a household are equally susceptible to the dropout problem. Moreover, the eldest sibling is found to be more susceptible to the dropout problem and dropout rate goes down with the other younger siblings in the same household. First-born girl children drop out more than their male counterparts showing gender bias. The chapter concludes that the factors pushing a child to drop out become more effective for the eldest sibling. The major reason is the family structure of India as the eldest sibling is expected to be more responsible and look after other younger siblings. Consequently, a certain number of the younger siblings try to follow the elder siblings and discontinue going to school.

Previous studies show that the implementation of gender equality encounters resistance in military organizations, but it is often invisible or seen as confined to anonymous structures or troubled individuals. This paper aims to show how the Swedish Armed Forces (SAF) use organizational principles to resist implementing gender equality measures.

The study is a qualitative analysis of discursive strategies in the SAF’s 2013–2018 annual reports to government.

The organizing principles of instrumentality and distance, while existing in parallel with gender equality efforts, actually pursue logics that prevents the SAF from implementing gender equality. The principle of instrumentality in this context means that gender equality in the SAF is of secondary interest to organizational members. The principle of distancing from the problem includes strategies that alienate female from male officers.

The contribution of this paper is the finding that the use of organizing principles represents conscious organizational resistance to gender equality efforts. This kind of use needs to be revealed and criticized to change military organizations.

Assessing whether a book is relevant or suitable for use in teaching materials is not an easy and haphazard matter, various methods and theories have been offered by researchers in studying this matter. Taking a study of the context of textbooks, researchers found the urgency that textbooks are a foundation for education, socialization and transmission of knowledge and its construction. Researchers offer another approach, namely by using praxeology as a study tool so that the goals of the textbooks previously intended are fulfilled.

The researcher uses a qualitative approach through grounded theory. Grounded theory procedures are designed to develop a well-integrated set of concepts that provide a thorough theoretical explanation of the social phenomena under study. A grounded theory must explain as well as describe. It may also implicitly provide some degree of predictability, but only with respect to certain conditions (Corbin and Strauss, 1990). Document analysis in conducting this research study. Document analysis itself examines systematic procedures for reviewing or evaluating documents, both printed and electronic materials.

Two issues regarding gender acquisition have been investigated in L2 Arabic acquisition studies; the order in which L2 Arabic learners acquire certain grammatical features of the gender system and the effect of L1 on the acquisition of some grammatical features from L2 grammatical gender. Arabic has a two-gender system that classifies all nouns, animate and inanimate, as masculine or feminine. Verbs, nouns, adjectives, personal, demonstrative and relative pronouns related to nouns in the syntactic structure of sentences show gender agreement.

In practice, as a book intended for non-speakers, the book is presented using a general view of linguistic theory. In relation to the gender agreement, the presentation of the book begins and is inserted with the concepts of nouns and verbs. Returning to the praxeology context, First, The Know How (Praxis) explains practice (i.e. the tasks performed and the techniques used). Second, To Know Why or Knowledge (logos) which explains and justifies practice from a technological and theoretical point of view. Answering the first concept, the exercise presented in the book is a concept with three clusters explained at the beginning of the discussion. And the second concept, explained with a task design approach which includes word categorization by separating masculine and feminine word forms.

Practically, this research obtains perspectives studied from a textbook, namely the Arabic gender agreement is presented with various examples of noun contexts; textbook authors present book concepts in a particular way with regard to curriculum features and this task design affects student performance, and which approach is more effective for developing student understanding. Empirically, the material is in line with the formulation of competency standards for non-Arabic speakers in Indonesia.

With this computational search, the researcher found a novelty that was considered accurate by taking the praxeology context as a review in the analysis of non-speaking Arabic textbooks, especially in the year 2022 (last data collection in September) there has been no study on this context. So then, the researcher finds other interests in that praxeology can examine more broadly parts of the task of the contents of the book with the approach of relevant linguistic theories.

Background: Climate change has been increasingly recognized as a global crisis with effects on gender roles. Recently, communities surrounding Lake Mburo national park, Uganda have been experiencing frequent severe droughts. It was against this background that the study was designed to understand the effect of climate change on gender roles.

Methods: This cross sectional study reviewed the effect of climate change on men and women's gender roles using a pragmatic research paradigm based on a thematic review model using participatory methods and a structured questionnaire.

Results: The study found that men and women's gender roles were altered during extreme dryness. Men played their roles sequentially focusing on one single productive role, while women played their roles simultaneously, balancing the demands of each role with their limited available time. Effect of climate change affected productive roles more in Kiruhura district than Isingiro district. There was migration of both men and women in search of water and pasture for livestock in Kiruhura district which distorted gender roles of women. Consequently, women and girl children had a heavier load and were the most people affected by climate change effects in these districts.

Conclusion: Gender roles of communities surrounding Lake Mburo National Park were affected and altered by the effects of climate change. Therefore, institutions offering climate services to local communities should consider gender in decision making, access to resources, information and knowledge during participation in climate change mitigation and adaptation.

Women's bodies are abject and ‘out of place’ in organisations where (self and other) disciplining of women's bodies serve to regulate and silence women. Yet we know little about how expectations of body and appearance play out in the career decisions and everyday practices of women academic leaders. In this chapter reflexive accounts are used to explore if dress and appearance expectations have implications for women's career development and advancement, specifically in the context of business schools. The literature review and two reflexive autoethnographic accounts provided, illuminate how, through dress and appearance, the pervasiveness of hegemonic masculinity is both sustained and challenged and the potential impacts of this upon women's careers in academia.

Even though trans and nonbinary athletes regularly experience oppression and exclusion in sport, many encounter sport as a site of gendered liberation. Most literature on trans and nonbinary athletes focuses on experiences of oppression; much less examines trans and nonbinary athlete resistance. Centring the voices of trans and nonbinary athletes in sport is essential for attending to the complexity of their experiences in sport. I draw on my own experiences as a nonbinary elite boxer to explore what is at stake in sport and demonstrate how sport can function as a site of joy and resistance for trans and nonbinary athletes. Amid ongoing debates about whether or not it is fair for trans women athletes to compete in sport, Gleaves and Lehrbach (2016) argued that sport does not solely concern who wins but also encompasses the ‘the stories we tell ourselves about ourselves’ in competitive sport. I argue that the stories we tell ourselves about ourselves in competitive sport stay with us for a lifetime. These stories shape how we make sense of ourselves and others. I explore how women, trans, and nonbinary boxers issue a threat to patriarchal cisheteronormative customs in boxing, precisely because we disrupt the assumption that aggression is the male domain and that masculinity equals cisgender maleness. I contribute to the growing body of literature centring trans and nonbinary voices by drawing attention to how trans and nonbinary athletes' experiences of sport are characterized not only by exclusion and oppression but also by joy and resistance.

This study aims to analyze to what extent distance education is feasible and efficient with the limited technological infrastructure in Egypt. The study answers this question from the perspective of households' preparedness level regarding possessing information and communication technologies (ICTs). In addition, it assesses whether the pattern of students' ICT ownership is influenced by disability- and socioeconomic-based inequality in education and whether the pattern of ICT ownership exacerbates such biases.

A three-stage probit model with double sample selection (PMDSS) was applied to estimate the factors likely to influence ICT possession, considering the selection process for school enrollment and education continuation. The authors utilized nationally representative data from the Egypt Labor Market Panel Survey 2018.

About 40% of students aged 12–25 did not have ICTs. Most socioeconomically poor households, particularly those living in Upper Egypt, were the least likely to obtain ICTs and rely on distance education. In addition, female students, particularly those with disabilities, had the lowest chance of benefitting from distance learning.

The persistent structural deprivation of school enrollment and educational progression has led to the positive selection of well-off children in education, which is extended to ICT possession and internet use. Without addressing these structural biases, the study suggests that distance education will likely exacerbate educational inequalities.

The study analyzed the extent to which Egyptian families were prepared in 2018 regarding ICT possessions for distance education for their children, particularly those with disabilities. Furthermore, it investigated whether access to distance learning was influenced by disability- and socioeconomic-based inequalities in education.