Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Title from PDF of title page (viewed July 10, 2009). Additional advisors: William W. Andrews, David E. Vance, Kirstin J. Bailey, Lynda L. Harrison. Includes bibliographical references (p. 52-59).

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

Thesis (MPhil)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (M.A.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed Oct. 5, 2007; title from title screen. Includes bibliographical references (p. 31-34).

This thesis proposes the relevance of epigenetic research to feminist studies and gender studies, and vice versa, and asks how epigenetics speaks to the so-called sex-gender distinction. It also discusses what epigenetics could potentially tell us about ourselves, and our place in a world where we are all creatures of both nature and nurture. The author proposes that with its promise of insight into the relationship of the body to environment and experience over time, epigenetics could be an inextricable link between nature and nurture. Combining a modified version of diffractive analysis, and gender/sex as an analytical device, the author engages with epigenetic research and its representation in popular science and in the public imaginary. After discussing the striations of feminist discourse on permeable bodies, the author proposes epigenetics as another layer in the strata, placing epigenetics within feminist and gender studies literature and discourse. Noting that as research gains ground the way in which the public imagines and describes epigenetics gives shape to its materialization and development, this thesis asserts the urgent need for social sciences, and in particular feminist and gender studies, to engage in critical discourse

Este trabalho discorrerá sobre a necessidade da participação consciente e ativa dos pais no desenvolvimento espiritual dos filhos, considerando que a família é reconhecida como o centro formador dessa espiritualidade. A pesquisa é desenvolvida a partir de princípios bíblicos e teológicos. São analisadas as necessidades, as características e as formas de comunicação com as crianças dentro de suas faixas etárias para a formação espiritual adequada. Tratando-se de um tema recorrente nas discussões sobre a educação nos lares, a pesquisa busca a compreensão do papel dos pais na educação espiritual dos filhos e o possível contraste no cuidado praticado nos lares cristãos hodiernos. A primeira parte do trabalho aborda a origem dos princípios racionais do ser humano, isto é, maneiras pelas quais se adquire o conhecimento. Na sequência, trata-se dos conceitos sobre Deus, a natureza do mal, o plano salvífico, os meios da graça, autoestima e liberdade de escolha, elementos causadores de ações, que poderão influenciar no infante sua própria espiritualidade judaico-cristã. Por fim, o ensino e a socialização por faixa etária até os dez anos, como responsabilidade dos pais. / This paper discusses the necessity of a conscious and active participation of parents in the spiritual development of children, considering that the family is recognized as the main former of spirituality of children. The research is developed from biblical and theological principles. Necessities, characteristics and forms of communication with children within their different age group are analyzed for an adequate spiritual nurture. Since this is a recurrent theme in the discussion about nurture at homes, the research seeks to comprehend the role of parents in the nurture of children and the possible contrast found in the care which is provided at todays Christian homes. The first part of the paper deals with the origins of the rational principles of human being, that is, the ways in which the knowledge is acquired. Afterwards, we approach the concepts about God, the nature of evil, the salvific plan, the means of grace, self esteem and freedom of choice, elements that cause actions, which may influence the infant to choose their own Judeo-Christian spirituality. Finally, the teaching and the socialization within the groups of children aged 0-10 are under the parents responsibility.

No description available.

No description available.

目前台灣迎娶外籍配偶現象日益增加，「外籍配偶」一詞已成為台灣另一個新興族群的代稱。然多數外籍配偶在低社經地位的處境，加上文化隔閡而導致之教養困境，皆間接影響下一代子女的教育問題。 本研究旨在探究文化衝擊下，外籍配偶教養經驗之內涵與其調適歷程。採個案敘說研究取向，透過訪談一位來台十年、已育有三位子女之印尼客家籍外籍配偶，以敘事文體呈現外籍配偶過往之受教經驗、來台後歷經的教養遭遇並闡述其所持有之「原罪」與「愛必管教 」的教養觀。最後，本文參照家庭生命週期觀點與Anderson遷移者教養子女歷程論，進一步闡明外籍配偶在歷經跨文化衝擊下，獨特的「調整與修正」之教養現象與其教養圖像之形塑歷程。 / Getting married with foreign brides becomes more and more common in Taiwan now. The term, “Foreign Spouse”, has represented another new emerging group. However, most of the families with foreign spouses are in low social and economic status and the culture difference also forms a barrier to children’s education. These factors indirectly influence the education of next generation. The purpose of this research is to discuss the experience of how a foreign spouse educates and nurtures her children and the process of how a foreign spouse adjusts herself to overcome culture difference. This research applies case studies to interview an Indonesian foreign spouse, who has been married in Taiwan for over ten years and has three lovely children. This paper describes the case study as a story. It includes the education background of the foreign spouse and the experience of educating and nurturing children after she came to Taiwan. In addition, the story goes further to explain a very special point of view of education and nurture, which the foreign spouse in this case study possess. That is “the original crime” and “love to teach”. Finally, this paper refers to the viewpoint of life cycle of a family and the Anderson’s theory of a migrant’s educates and nurtures the children, and further explains the unique phenomenon and model of nurture and education, “the Adjustment and Modification”, that a foreign spouse has under the impact of culture difference.

Current research in the field of numerical cognition reveals strong behavioral interactions and similar processing mechanisms for the perceptions of space, time, and number; which is generally believed to indicate that these dimensions share a common metric for representation in the brain. These three dimensions of magnitude––analog, ratio dependent representations of space, time, and number––are essential for interaction with the environment, and provide a conceptual basis on which further perceptual experience enhances the discrimination of distance, speed, numerosity, quantity, and size. Basic, approximate and non-verbal conceptions of spatial navigation, temporal orienting, and numerical computations have been found in human adults and children, as well as non-human animals, while the employment of discrete measures seems to be a consequence of a verbally and culturally mediated ontogenetic shift exclusive to humans (e.g. Feigenson, Libertus, and Halberda, 2013). This thesis investigates the link between nature and nurture, in an attempt to find the key factor that ultimately induces the ontogenetic shift from approximate to exact representations of space, time, and number. An extensive theoretical review is performed, based on both neuroscientific and cross-cultural data, where I propose that cultural and linguistic mediation is as vital to the representational advancement of numerical cognition as our biologically predisposed magnitude system. The neuroscientific approach is strongly based on a leading––but controversial––theory in the field of numerical cognition, ATOM (Walsh, 2003), which suggests that both human and non-human animals possess a generalized magnitude system with fully shared representational mechanisms for space, time, and number. To further illustrate the assumed theoretical stance of ATOM, an exploratory fMRI study with a single participant is performed, with results closely resembling those argued by Walsh (2003).