Research has documented that the dietary patterns of parents of typically developing (TD) children have an impact on their child's diets, including diet quality and intake of certain foods. This influence is thought to be a function of a combination of serving various foods to their child, modeling healthy eating behaviors, providing companionship during mealtime, and implementing various feeding styles and beliefs as their child develops. The extent to which parents of children with intellectual disabilities (ID) influence their children’s dietary intake is unknown. Children with ID experience aversions to certain sensory characteristics of food, food selectivity, and idiosyncratic mealtime behaviors, all of which may result in limited dietary variety. These factors may make children with ID less responsive to their parents’ dietary habits and patterns. Weak to moderate correlations have been found to exist between parents of TD children and their offspring in terms of dietary intake, however, studies examining the parent to child associations of fruit and vegetable intake in the ID population are lacking. We performed a secondary data analysis on a cohort of children and parents involved in the Children's Mealtime Study, a cross-sectional study conducted from 2013-2016 in order to examine factors associated with weight status in children with ID compared to TD children. The goal of our analysis was to determine whether correlations exist between fruit and vegetable variety and consumption frequency among children and mothers and whether these differ between children with ID and TD children. A modified food frequency questionnaire was used to assess variety and frequency of fruits and vegetables consumed by mothers and their children. Statistically significant positive correlations were observed for both fruit and vegetable variety score and consumption frequency among the entire sample. However, the strength of the correlations were weak overall. A significant positive relationship was shown to exist between child fruit consumption frequency for mothers of TD children and their children (p<0.01), but not between mothers and children with ID. The findings indicate that although children with ID may experience greater aversions to food during mealtime compared to TD children, they still appear to be responsive to dietary habits of their mothers for most measures of fruit and vegetable intake.

Online Arbitration is an online alternative dispute resolution (OADR) process that resolves disputes without litigation outside national courts. Due to globalisation and increased e-commerce, international commercial online arbitration has become more important and it is therefore essential to look at the legal and technical requirements for a more effective international online arbitration regime or lex electronica arbitralis, specifically focused on disputes that arise from cross-border, low value e-commerce transactions for both goods and services, and especially between online businesses and consumers (B2C), but also between online businesses (B2B). The lex electronica arbitralis should lead to swift outcomes that will be able to be enforced efficiently anywhere in the world, without impairing the requirements of accountability, due process, efficiency, impartiality, independence, fairness, transparency, etc. The 'UNCITRAL Technical Notes on ODR of 2016' follows a non-binding guideline format, so there is currently no legal outline that exclusively regulates online arbitration. Due to this lacuna, the guidelines of the 'Technical Notes' and rules of traditional international commercial arbitration will have to be used as far as they accommodate online arbitration. Due to its unique features, online arbitration however needs an exclusive set of rules that will deal with its legal and technical requirements. The most comprehensive manner to have realised an online arbitration regime or lex electronica arbitralis would have been by the proposed 'UNCITRAL Draft Procedural Rules (DPR) on OADR for Cross-Border E-Commerce Transactions'. Unfortunately, since Working Group III (WG.III), who was mandated by UNCITRAL to compile the 'DPR', could not manage to reach consensus on many aspects, the 'Technical Notes' was adopted instead. The thesis will review WG.III's progress to complete the 'DPR' and how it eventually led to the adoption of the 'Technical Notes'. The 'Technical Notes' still leaves many questions and uncertainties on many of online arbitration's legal and technical requirements that will be pointed out. The thesis will indicate that these legal and technical requirements do not compose insurmountable challenges, but that UNCITRAL will have to address them when they decide to revise the 'Technical Notes' in the future or when they decide to compile a set of legal standards exclusively for online arbitration in the future. The focus will also be directed to the future of international arbitration legislation in a developing country such as SA, while a plea is made to SA lawmakers to make provision for online arbitration.

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The literature identifies multiple factors pertinent to learner characteristics and learning experiences that may promote doctoral education outcomes, and yet little quantitative research has examined relationships between those factors deemed important in the effectiveness of doctoral education. This study sought to examine predictive relationships among doctoral students’ learner characteristics, their involvement in mentorship and intellectual community, and doctoral education outcomes. Using Astin’s theory of involvement and the literature on signature pedagogies in doctoral education as conceptual guides, a survey instrument was constructed for the purpose of measuring variables identified as relevant to the effective formation of scholars. Central to the conceptualization of this study was academic involvement as represented by mentorship and intellectual community. The instrument was validated in a two-stage pilot testing process and administered to doctoral candidates at three public Texas higher education institutions. Of the 217 participants, the majority were female, White (Non-Hispanic), US citizens, and were pursuing education doctorates. Data were analyzed using multivariate statistical analyses. Reliability and validity estimates indicated psychometric integrity of the 20 observed variables measured to represent the constructs of mentorship and intellectual community. Results indicated that doctoral students’ learner characteristics were not notably predictive of doctoral students’ degree of involvement in mentorship and intellectual community (p < .05, R2 = .23). Doctoral students’ degree of academic involvement was strongly predictive of outcomes (p < .001, R2 = .58), particularly student satisfaction with the doctoral education experience and self-efficacy in conducting various forms of scholarly work. Of this effect, more tangible outcomes such as scholarly productivity and degree progress were not meaningfully related to academic involvement. Regardless of the frequency of academic involvement, students perceived faculty mentorship and intellectual community as very important. The predictive value and perceived importance of faculty mentorship and intellectual community highlight the critical role faculty and peer support plays in the doctoral learning experience, and imply that such teaching and learning practices should be promoted in doctoral education. Considering that satisfaction and self-efficacy tend to be related to other educational outcomes, those concerned with the overall quality of doctoral education should focus increased attention on building collegial, effective, productive relationships among and within program communities.

Individuals with an intellectual or developmental disability (ID/DD) may not have had the experiences to develop social skills for long term relationships. While society has denied the sexuality of these individuals, the individuals have identified their desire for intimate relationships. The purpose of this study was a qualitative inquiry to identify what individuals with ID/DD expect from a sex education program. A small sample size of three participants identified three themes. Data emerged for the future focus of sex education programs to include: friendship, relationships, and safe sex behaviors. The study also revealed methods of education to be used for the program setting. While the generalizability of the study is limited, due to the small number of participants, data from this study can be used for future inquires aimed at the identification of meaningful sex education programs for individuals with ID/DD.

The purpose of this paper is to examine social systems theory as it relates to the inclusion of disenfranchised populations into the larger social system by enabling these populations to receive education and resources which can allow them to develop skills needed to achieve inclusion. Specifically this study is concerned with using elements of social systems theory to develop a sexual education program for a population identified with an Intellectually/ Developmentally Disability (ID/DD). In order to do this, it is necessary to work within the family or caregiver system where these individuals live and function. Caregivers must be helped to recognize the potential for inclusion in this area of life for this population, and educational tools appropriate to the developmental and cognitive levels of the participants must be made available. Acknowledgment of the individual's role within the system and understanding of the individual's experience of that systems interaction with the environment and with other systems is primary in developing effective programming which can increase the quality of the participants' interactions and relationships, making life a more productive and more satisfying experience.

Includes bibliographical references (leaves 111-126). / This thesis examines video games, copyright law and gamers' attitudes to copyright infringement, with particular reference to South Africa. The work provides an overview of the debates about copyright law and digital media, and offers an analysis of attitudes expressed by South African gamers about copyright infringement, popularly termed 'piracy'. The thesis reveals that, while about 70% of the gamers in this study share content illegally, they express complex and varying motivations for doing so, and have various and conflicting means of understanding the supposed illegality of the act. Some of the issues raised by participants in this study relate to contested perspectives on Digital Rights Management (DRM). In this work, I argue that DRM erodes civil liberties and does not necessarily extend the interests of gaming corporations. In this regard, the thesis explores alternative strategies to the restrictive approaches adopted by advocates of DRM as well as prohibitive copyright laws and multilateral agreements on intellectual property. In essence, this work intends to establish middle ground between gamers, who place a high premium on usability and affordability of gaming products, and the gaming corporations, who are interested in extending market share as well as protecting what they deem to be their intellectual property.

This thesis presents a critical analysis of the historical roles assigned to the prosecutors of Socrates by modern historians. Ancient sources relating to the trial and the principles involved, and modern renditions, especially those of John Burnet and A. E. Taylor, originators of the theory that the trial of Socrates was politically motivated, are critically analyzed and examined. The thesis concludes that the political motive theory is not supported by the evidence on which it relies.

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