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<p>This thesis is divided into two parts: the Theory of Items, and the Theory of Contexts. The latter is a further elaboration of the former.</p> <p>In the first chapter I argue against the classical doctrine of ontological-referential theory. This classical position may be represented by Russell's and by Quine's position on nonexistent objects.</p> <p>The first position that I propose to reject is the view that in order to say anything true about an object its name or description must have an actual reference. This view is represented by Russell's proposition *14.21: t-:Ψ (rx)(øx) .->. E!(rX)(øx) on which Russell writes: "This proposition shows that if any true statement can be made about (1x)(øx), then (1x)(øx) must exist". (Principia Mathematica)</p> <p>The Theory of Items rejects this view and states that whether a statement about a certain object is true or is false does not depend on the ontic status of that object. Thus, consequently, a true statement about nonexistent objects can be made (without making a distinction between a secondary and a primary occurrence as Russell did).</p> <p>The second position that is to be rejected is the view that nonexistent objects are mere nothings. This is represented by one of Quine's theorems that nonexistent objects are simply empty sets. *197 t- r -(Eβ) (α) (α=β. ≡ ø) ->. (1α)ø = 9¬</p> <p>(Mathematical Logic). For the Theory of Items, nonexistent objects are not nothings, they are somethings for they can be said to have any property whatsoever. Thus if we may have a set that contains existent objects, then we may also have a set that contains nonexistent objects. Nonexistent objects are just as much 'items' as existent ones; this is the reason why I call the theory being proposed here the 'Theory of Items' and not the Theory of Objects. The word 'item' is used instead of 'objects' to indicate the ontic neutrality of the matter that we are talking about.</p> <p>In the second chapter I will present various examples of the classical view and I will try reply to their arguments in the light of the Theory of Items explained previously.</p> <p>In the third chapter I will discuss the Theory of Contexts. I will argue that semantical features (truth and falsity) should be assigned to various statements about various items (existent or nonexistent). I maintain that the assignment of a truth value is very much context-dependent. The characteristics of contexts and various rules that iv. govern them will be discussed. More attention will be given to the fictional items and fictional contexts for no doubt they present some peculiar problems. For example if a fictional item x in a story C1 has a feature that-p, and the same item in a different story C2 has a feature that--~p, then can we validly conclude that the fictional item x is both p and ~p? My argument is based on the analysis of contexts. Only by presenting a satisfactory theory of contexts can that problem (and many other paradoxes) be solved.</p> <p>This thesis is far from being complete. There are some important topics that I do not discuss (due to page and time limitation). For example the problems of: significance and nonsignificance; whether we should take a three value logic (by incorporating significance as the third value) instead of the classical two value system; consistencies; and a possible formal theory for the Theory of Contexts. The last two of these problems are stated very briefly in the Appendix.</p> / Master of Arts (MA)

People aged 65 and older account for 12.8% of the population and for 30% of all visually impaired individuals. Age-related Macular Degeneration (ARMD) has been identified as a significant public health issue, with a potential 8 million Americans at risk. While the literature supports a connection between LOC and adaptation to ARMD, there is a gap in the current literature supporting this relationship even when other factors are controlled (i.e. age, sex, education, type of ARMD, when diagnosed, the use of medical treatments, the use of visual assistance devices, participant engagement in rehabilitation, and depression). The present survey study used hierarchical regression to examine the relationship between LOC and adjustment to ARMD while controlling for these factors. A sample of 75 adults aged 60 and older diagnosed with ARMD for at least 6 months completed the Multidimensional Health Locus of Control Scale-Form C (MHLC), the Adaptation to Age-Related Vision Loss Scale (AVL) and the Geriatric Depression Scale-Short Form (GDS). LOC accounted for 30% of the variance in adjustment beyond what was explained by the control variables, with higher internal LOC being associated with greater adaptation to loss. The present results add to the existing literature and enhance social change initiatives by guiding the development of interventions to mitigate the difficulties experienced by people with ARMD, reduce their dependency on others, and improve their ability to maintain their quality of life.

<p>One of the key ideas in the research on mathematics education is that the mathematical knowledge that learners acquire is strongly tied to the particular situation in which it is learnt. This study investigated the contexts that learners in grades eight, nine and ten prefer to deal with in the learning of mathematics based on their personal, social, societal, cultural and contextual concerns or affinities. The study is situated in the large-scale project called the Relevance of School Mathematics Education II (ROSMEII), which is concerned with the application and the use of mathematical knowledge and processes in real life situations. It is based on a survey of learners from ten (10) secondary schools in the Oshana and Khomas regions of Namibia. The ten schools that were sampled represent the spectrum of schools in Namibia in both urban and semi-urban areas. The Rasch model of data analysis is employed to provide some insight into the contextual situations learners would like to deal with in their mathematical learning. The data obtained for this study was analysed using the WINSTEPS Version 3.65.0 suite of computer programs. The current study arises from a concern about the absence of the voices of learners in the contextual situations in mathematics selected by adults such as mathematics teachers, inspectorates and curriculum and materials developers. The assumption is that the inclusion of learners&rsquo / insights into mathematics curricular might enhance mathematical learning. The study reveals that school children have an intrinsic desire to learn about mathematical issues embedded in real-life contexts. Several items which Namibian learners have shown interest in are issues they experience in life out of school which are not directly dealt with in school, such as managing personal and financial affairs, health matters, technology, construction, engineering and government financial matters. However, learners indicated to have a low preference in contexts like lotteries and gambling, national and international politics, cultural products, all kinds of pop music and dancing. This thesis contends that the inclusion of contexts in the mathematics curriculum which are of interest to learners will go a long way in facilitating good performance of learners in mathematics.</p>

<p>One of the key ideas in the research on mathematics education is that the mathematical knowledge that learners acquire is strongly tied to the particular situation in which it is learnt. This study investigated the contexts that learners in grades eight, nine and ten prefer to deal with in the learning of mathematics based on their personal, social, societal, cultural and contextual concerns or affinities. The study is situated in the large-scale project called the Relevance of School Mathematics Education II (ROSMEII), which is concerned with the application and the use of mathematical knowledge and processes in real life situations. It is based on a survey of learners from ten (10) secondary schools in the Oshana and Khomas regions of Namibia. The ten schools that were sampled represent the spectrum of schools in Namibia in both urban and semi-urban areas. The Rasch model of data analysis is employed to provide some insight into the contextual situations learners would like to deal with in their mathematical learning. The data obtained for this study was analysed using the WINSTEPS Version 3.65.0 suite of computer programs. The current study arises from a concern about the absence of the voices of learners in the contextual situations in mathematics selected by adults such as mathematics teachers, inspectorates and curriculum and materials developers. The assumption is that the inclusion of learners&rsquo / insights into mathematics curricular might enhance mathematical learning. The study reveals that school children have an intrinsic desire to learn about mathematical issues embedded in real-life contexts. Several items which Namibian learners have shown interest in are issues they experience in life out of school which are not directly dealt with in school, such as managing personal and financial affairs, health matters, technology, construction, engineering and government financial matters. However, learners indicated to have a low preference in contexts like lotteries and gambling, national and international politics, cultural products, all kinds of pop music and dancing. This thesis contends that the inclusion of contexts in the mathematics curriculum which are of interest to learners will go a long way in facilitating good performance of learners in mathematics.</p>

Magister Educationis - MEd / One of the key ideas in the research on mathematics education is that the mathematical knowledge that learners acquire is strongly tied to the particular situation in which it is learnt. This study investigated the contexts that learners in grades eight, nine and ten prefer to deal with in the learning of mathematics based on their personal, social, societal, cultural and contextual concerns or affinities. The study is situated in the large-scale project called the Relevance of School Mathematics Education II (ROSMEII), which is concerned with the application and the use of mathematical knowledge and processes in real life situations. It is based on a survey of learners from ten (10) secondary schools in the Oshana and Khomas regions of Namibia. The ten schools that were sampled represent the spectrum of schools in Namibia in both urban and semi-urban areas. The Rasch model of data analysis is employed to provide some insight into the contextual situations learners would like to deal with in their mathematical learning. The data obtained for this study was analysed using the WINSTEPS Version 3.65.0 suite of computer programs. The current study arises from a concern about the absence of the voices of learners in the contextual situations in mathematics selected by adults such as mathematics teachers, inspectorates and curriculum and materials developers. The assumption is that the inclusion of learners’ insights into mathematics curricular might enhance mathematical learning. The study reveals that school children have an intrinsic desire to learn about mathematical issues embedded in real-life contexts. Several items which Namibian learners have shown interest in are issues they experience in life out of school which are not directly dealt with in school, such as managing personal and financial affairs, health matters, technology, construction, engineering and government financial matters. However, learners indicated to have a low preference in contexts like lotteries and gambling, national and international politics, cultural products, all kinds of pop music and dancing. This thesis contends that the inclusion of contexts in the mathematics curriculum which are of interest to learners will go a long way in facilitating good performance of learners in mathematics. / South Africa

Workplace bullying is a global problem that leaves workers emotionally harmed and organizations financially strapped; yet in many cases, business leaders fail to adequately address the problem. The purpose of this research was to determine if the top leader had a direct impact on the presence of bullying within the workplace. Based on personality trait theory as a theoretical foundation, the key issue this study explored was the relationship between the presence of workplace bullying and observed narcissistic behaviors exhibited by the top leader. Participants consisted of 84 human resources professionals reporting directly to the CEO/president of companies located in the United States. Observer-rated assessments were used to measure the leader's observed narcissistic behaviors along with the prevalence of bullying within the workplace. Logistic regression and Pearson correlation were used to analyze assessment data. Results revealed a strong and positive relationship between top leaders' observed narcissistic behaviors and the presence of bullying within the organization. These results suggest the top leader may not only directly impact the presence of workplace bullying, but may actually create the problem. This study contributes to social change by providing support for the need to use personality assessments when hiring or promoting top leaders. By identifying those who contribute to the sustainability of bullying, these individuals can be excluded from the selection process and workplace bullying will therefore be minimized, improving the well-being of employees and the financial performance of organizations, world-wide.

<p>Sex differences, hormones and intrasexual competition and their relation to social status and romantic partner attraction were examined, uniting two bodies of literature: status-striving and romantic attraction. In Chapter 2 different forms of social status, (i.e., dominance, power, popularity, prestige) were examined as they relate to testosterone levels in men and women. Factor analysis revealed that dominance was a separate psychological construct from power, popularity and prestige. Furthermore, a positive association was shown between dominance and testosterone levels whereas lower testosterone levels were associated with the power, popularity and prestige composite. In Chapter 3 psychopathy and indirect aggression were examined in relation to cortisol levels, again in men and women. Results indicated that lower cortisol levels were associated with primary psychopathy and higher cortisol levels were associated with secondary psychopathy, in women only. Results also showed that primary psychopathy but not secondary psychopathy was positively correlated with indirect aggression. In Chapter 4, romantic attraction was examined from an evolutionary perspective to predict the characteristics of people who invade an existing romantic relationship as well as those characteristics that predict people who are targets for defection away from their primary romantic relationship. In men, successful mate poaching was best predicted by high self-esteem, cold affect, and criminal tendencies. These men also showed lower levels of testosterone and higher levels of cortisol. In women, physical attractiveness best predicted success in mate poaching. For both sexes, physical attractiveness also determined the frequency of being a target for a poach. Collectively, these studies provide evidence to support behavioural patterns that are consistent with evolutionary ideas relating to social status acquisition and romantic attraction.</p> / Doctor of Philosophy (PhD)

The United States is experiencing a shortage of registered nurses, and institutions of higher education are unable to graduate enough prepared nurses to reduce this employment shortage. A significant relationship between personality traits and academic performance has been found; however, how personality traits combine with students' self-efficacy of job performance and stress susceptibility to impact nursing students' academic performance has yet to be demonstrated. This study, grounded in the five-factor model (FFM) of personality traits, self-efficacy, and stress theories, sought to determine whether self-assessments of the NEO-Five Factor Inventory, the Nursing Practice Self-Efficacy survey, and the Susceptibility Under Stress Survey would predict academic performance, as measured by grade point average (GPA). The sample consisted of 197 nursing students attending 2-year nurse education programs at 3 community colleges in the northeastern United States. This correlational, quantitative study examined the relationship among the personality traits of the FFM, self-efficacy of job performance, stress susceptibility, and the GPAs of nursing students. Multiple regression analysis was used to examine the strength of the relationship among the variables. Self-efficacy and conscientiousness were significant predictors of GPA. Given that nurse education programs are a rigorous field of study with high attrition rates, the implications for social change include the addition of specific types of support for nursing students to facilitate their progress and success in a competitive degree program that will benefit them and address the nursing shortage, which ultimately benefits hospitals and patients.

<p>I examine female aggression as a competitive strategy for achieving reproductive success. In Chapter 1 an evolutionary theory of female aggression is presented. In Chapter 2 intrasexual competition for mates is considered by examining longitudinal links between aggression and dating behaviour among male and female adolescents. Results indicated that indirectly aggressive boys and girls were significantly more likely to have a dating partner at 1-year follow-up. Adolescents who reported being victimized by their peers were significantly less likely to have a dating partner at follow-up.</p> <p>In Chapter 3 I examine female mate-guarding behaviour. Results demonstrated that aggression toward peers and partners was greater among heterosexual females who perceived intrasexual competitors as being more attractive than them. These links were mediated by romantic jealousy. Females perceiving themselves as more attractive than peers frequently reported being targets of females’ peer-aggression. The findings of chapters 2 and 3 suggest that females actively compete to attain and retain mates.</p> <p>Chapter 4 examines implications for male victims of female aggression. We found that male victims of female partner violence were lower in testosterone than were non-victimized males. Participants held more negative attitudes toward male versus female victims. Males were less likely to seek-help and were more likely to minimize their perceived victimization. These findings suggest threats to male dominance and greater stigma likely reinforce males’ minimization and concealment of victimization.</p> <p>This dissertation contributes to the field of aggression by empirically demonstrating evolutionary-based motives and functions of female aggression as a strategy for bolstering reproductive fitness.</p> / Doctor of Psychology (PsyD)