This thesis traces the history of Jewish Bible interpretations of Genesis 38, a story that is significant for the history of the early Israelites and today's Jews, as it purports to describe the origins of the Davidic line. I have exposed the possible implications of this account throughout history by exploring interpretations from biblical to modern times and have attempted to define the various difficulties that are addressed. This history is presented as a dialogue and, in this way, I have explored the intricate connections between interpreters and their proposed understandings of the narrative.

Although the position of mothers has changed considerably since the beginning of the twentieth century, an idealised notion of motherhood persists. The cinema provides a source of information about attitudes towards mothering in Australian society which is not diminished by the fact that mothers are often marginal to the narrative. While the study recognises that cinematic images are not unconditionally authoritative, it rests on the belief that films have some capacity to reflect and influence society. The films are placed in an historical context with regard to social change in Australian society, so that the images can be understood within the context of the time of the making and viewing of the films. The depictions of the mother are scrutinised with regard to her appearance, her attitude, her relationship with others and the expectations, whether explicit or implicit, of her role. Of particular significance is what happens to her during the film and whether she is punished or rewarded for her behaviour. The conclusions reached after analysis are used to challenge those ideas which assume that portrayals of motherhood are unchangeable and timeless. The study examines Australian feature films from 1900 to 1988. To augment its historical focus, it uses sociological, psychoanalytical and feminist theoretical writing with special relevance for motherhood and mothering practice. Looking at areas of importance to mothers, it comprises an exploration of what makes a mother good or bad; the significance of the birth of female and male children; the relationship of mothers to daughters; the mother's sexuality and the metaphor of the missing mother. It shows that images of motherhood on screen are organised according to political, social and economic requirements in the community. Further, films frequently show mothers in traditional roles which are useful for maintaining notions of patriarchal privilege in society. The analysis exposes stereotypical depictions of motherhood which are often inaccurate, unfair and oppressive to women.

No description available.

“Out Here” is a fictional account of a daughter’s voyage across the Pacific Ocean as a passenger aboard a working containership with her father.

The prevalence of type II diabetes is high among African-American women but research that emphasizes black mothers and their adult daughters is rarely studied in social sciences or communication research. Though existing research addresses various domains of the mother-daughter relationship scant information addresses the significance of talk or the transmission of health information between African-American diabetic mothers and their non-diabetic adult daughters. For that reason, this dissertation investigates information sharing among a sample of African-American mothers with type II diabetes and their non-diabetic adult daughters.This study's two primary research objectives were to: 1. describe whether and how African-American type II diabetic mothers and their non-diabetic adult daughters engage in information sharing about type II diabetes; and to 2. describe whether and how the sharing of health-related communication messages shapes African-American mothers' diabetic health behavior and/or shapes adult non-diabetic daughters' diabetic-related health behavior.This study used a modified grounded theory approach, in which I concurrently collected, coded and analyzed data. While an intention behind grounded theory is to develop theory "from the ground up," I also used the Health Belief Model (HBM) and Social Cognitive Theory (SCT) to inform research questions. I conducted 10 interviewswith members of mother-daughter dyads; two with each mother and two with each daughter. I concluded my interviews with both mother and daughter present, yielding a total of 50 interviews. Dyads were comprised of African-American type II diabetic mothers (age 45 and older) and their non-diabetic adult daughters (age 20 and older) living in New Mexico, Ohio and Kentucky.Information gathered from interviews yielded five patterns of communication used by mothers and daughters to talk about type II diabetes. The patterns encompassed the ongoing ways in which mothers' and daughters' negotiated the illness. This study described this negotiation as a unique "culture" that entailed 1) an historical knowledge of diabetes, 2) a present and personal experiences of living with diabetes and 3) an understanding of the future implication of diabetes for mothers, their adult daughters, and their entire family.This study represents the first step toward understanding the diabetic interaction between mothers and adult daughters living with a chronic illness. Results suggest that mothers and daughters are motivated to talk about diabetes, even though talk does not always address prevention in their health behaviors. This study is useful to inform practitioners of the significance of oral tradition as one mode of transmitting health care information within African-American culture and the value of integrated medical visits, particularly for diabetic mothers and their adult daughters. As well, health communication scholars can use this information to develop, test and implement innovative health education media and message strategies for families and mother-daughter dyads that address diabetic health information.

abstract: Parents die during the lives of their children. If the child is an adolescent, that death will impact the student's education immediately or in subsequent years. Findings show the death of a mother does impact the daughter's education. It is imperative educators are willing to work with the student at the time the death occurs as well as in the ensuing months. Seidman's (2006) three-interview format was used as a template for the interviews of 11 women, ranging in age from 19 to 78 and whose mothers died when the women were adolescents. The interviews were primarily conducted in one sitting, transcribed, and then analyzed for common themes that connected to the research on the topic. Those themes include grieving, the role of caring in education, the role of teacher as the second mother, mother-daughter relationships, and the impact of parent death on schooling. These themes from the data cross cut with thematic strands within the study's theoretical framework: the nurturing and empathetic role of the mother, a desire of the daughter not to be different, and the ethics of caring. Findings in this study reveal that the negative impacts of mother loss are felt in diffuse ways, such as a lack of academic or emotional encouragement. Many women discussed the need and availability of support groups including groups at colleges. One practical implication of these findings is schools need to become caring communities in which caring is the norm for all students and teachers, thereby providing all students with needed support in times of crisis. The implications for further research include the impact of the mother death on the education of daughters, how volunteering with an organization related to the cause of the mother's death assists the daughter and types of programs most important to a student's success in post-secondary education. Adolescents are in a time of great change in their lives, and for a daughter, the loss of a mother has an everlasting, life-changing impact. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011

For many years the focus of research on child well-being and development has been primarily on the dynamics of the mother-child relationship. The mother was seen as the more influential parent as she spends more time with the children. The father’s role in the development process was thus undermined. Fortunately research on the father’s involvement in a child’s life has improved over the past thirty years. Where previously fathers were mostly perceived as the breadwinners and providers they are now also considered as being caregivers who are more closely involved with their children and the accompanying responsibilities. Research indicates the importance of a father’s role in child development and has found that the intellectual, emotional and social development of a child is influenced by the father. The most beneficial circumstances for children to grow up in is where both of the biological parents are part of the household, satisfied with their marital relationship and loving towards their children. Unfortunately there is a significant increase in South African families where the father is absent and where the mother is burdened with additional responsibilities. However, a father can be emotionally absent despite physical proximity and emotionally absent fathers can be included when describing fatherlessness due to the destructive effect it has on children. Some research indicates that a father is the most significant factor in his daughter’s life and the quality of their relationship influences her personality and general well-being in life. Most literature focusing on the paternal parenting role is more focused on the father-son dyad, the least studied parent-adult child dyad is that of adult daughters and fathers. A great number of research studies on the subjects of divorce, single parents, physically absent fathers and the resulting effects on males are available. Much less literature, especially in the South African context, can be found to focus on and explain the experiences of young adult women who grew up with an emotionally absent father. The aim of the study was thus to explore the subjective experiences of young adult women who grew up with an emotionally absent father. A qualitative research method was used with a phenomenological approach as research design. Eleven voluntary, 20-31 year old adult women, participated in the study and were recruited by word of mouth. Data were collected through in-depth interviews that were audio taped and transcribed verbatim. Transcribed data were analysed by means of thematic analysis from which themes and sub-themes were derived. Two main themes with sub-themes were identified. It was found that the participants experienced their fathers as emotionally absent because it was difficult to share their emotions with them, the participants' fathers did not show affection or express their love. They showed no interest, approval or acknowledgement and the participants found it difficult to trust their fathers. According to the participants their relationships with other men were influenced because of this. They further struggled with trusting other people and suffered from a low self-esteem. Due to repressed emotions they did not portray their true self and sought their fathers’ approval by doing things he liked. / MA (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

For many years the focus of research on child well-being and development has been primarily on the dynamics of the mother-child relationship. The mother was seen as the more influential parent as she spends more time with the children. The father’s role in the development process was thus undermined. Fortunately research on the father’s involvement in a child’s life has improved over the past thirty years. Where previously fathers were mostly perceived as the breadwinners and providers they are now also considered as being caregivers who are more closely involved with their children and the accompanying responsibilities. Research indicates the importance of a father’s role in child development and has found that the intellectual, emotional and social development of a child is influenced by the father. The most beneficial circumstances for children to grow up in is where both of the biological parents are part of the household, satisfied with their marital relationship and loving towards their children. Unfortunately there is a significant increase in South African families where the father is absent and where the mother is burdened with additional responsibilities. However, a father can be emotionally absent despite physical proximity and emotionally absent fathers can be included when describing fatherlessness due to the destructive effect it has on children. Some research indicates that a father is the most significant factor in his daughter’s life and the quality of their relationship influences her personality and general well-being in life. Most literature focusing on the paternal parenting role is more focused on the father-son dyad, the least studied parent-adult child dyad is that of adult daughters and fathers. A great number of research studies on the subjects of divorce, single parents, physically absent fathers and the resulting effects on males are available. Much less literature, especially in the South African context, can be found to focus on and explain the experiences of young adult women who grew up with an emotionally absent father. The aim of the study was thus to explore the subjective experiences of young adult women who grew up with an emotionally absent father. A qualitative research method was used with a phenomenological approach as research design. Eleven voluntary, 20-31 year old adult women, participated in the study and were recruited by word of mouth. Data were collected through in-depth interviews that were audio taped and transcribed verbatim. Transcribed data were analysed by means of thematic analysis from which themes and sub-themes were derived. Two main themes with sub-themes were identified. It was found that the participants experienced their fathers as emotionally absent because it was difficult to share their emotions with them, the participants' fathers did not show affection or express their love. They showed no interest, approval or acknowledgement and the participants found it difficult to trust their fathers. According to the participants their relationships with other men were influenced because of this. They further struggled with trusting other people and suffered from a low self-esteem. Due to repressed emotions they did not portray their true self and sought their fathers’ approval by doing things he liked. / MA (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

Beginning with mother/daughter film classics such as Stella Dallas (1937) and Mildred Pierce (1945), and moving to consider recent mother/daughter texts, Anywhere But Here (1999) and "Gilmore Girls" (2000 -), this thesis, in both its written and visual components, examines the multiple and often contradictory ways in which mothers and daughters have been represented in popular culture. Challenging the discourses that singularly stress struggle and separation, this research highlights representations that emphasize mother/daughter connection, and examines how such identification empowers mothers and daughters. This project is guided by cultural studies and feminist film theories. The first two chapters outline past and present paradigms of mothers and daughters respectively; the third chapter examines the goals and findings of the visual component.

As part of the process of widening participation in higher education there has been an accelerated growth in women’s access to undergraduate study. The main aim of this research is to understand generational differences in women’s opportunities to attend university in England. The mother-daughter relationship is used to explore the role played by mothers in their daughters’ education beyond compulsory schooling, at a time when transition from secondary education to university has become commonplace. An investigation is made into the strategies mothers are employing to improve their daughters’ higher education choices and prospects. Using a qualitative methodology, paired mothers and their adult daughters have shared their views through in-depth interviews that discuss education, class, feminism and mothering. The mothers’ home and school backgrounds are examined in relation to their daughters’ upbringings, to consider differences in social mobility between the generations. A Bourdieusian framework is used to provide a theoretical underpinning, including how middle class values are being reproduced through mothers’ transmission of their economic, social and cultural capital. Research findings reveal that mothers are providing their daughters with extended advantage to access a university education, often in contrast to their own backgrounds. Mothers are simultaneously maintaining their daughters’ lifestyle during the study years, supporting their daughters during a period of extended adolescence. This enhanced mothering practice is promoting a transformation in familial outcomes and challenges the historical norm of fathers’ class background determining women’s imagined futures. Overall the research found that despite significant social change the daughters’ generation is failing to engage with feminist issues. The daughters’ decisions to maintain stereotypical female roles challenge the continuing progress of equal opportunities for women.