This is a case study to explore Korean girls' construction of girlhoods in a kindergarten class in order to answer the two research questions: 1) What are the constructions of girlhood that emerge in a Korean kindergarten classroom? 2) How do the girls in the classroom negotiate the constructions of girlhood? Employing the conceptual framework of gender as being a social construction (Blaise, 2005; Davies, 2003; MacNaughton, 1997 & 2000; Thorne, 1993), I reconceptualize aspects of young girls' lives and behavior that for a long time have been regarded as insignificant, natural, and/or non-existent by mainstream ECE. The findings of this study will help fill a void in the current body of knowledge in Korean and Western ECE fields. I completed data collection in one Korean kindergarten class of 5-year-olds, located in Seoul, Korea. I gathered data from five different sources: 1) field notes from observations of students' speech and behavior; 2) audiotapes of students' conversations; 3) interviews with the students; 4) interviews with the classroom teachers; and 5) my research journals. Data analysis proceeded by searching for categories and codes following Strauss and Corbin (1998) in order to find emergent themes in relation to Korean girls' construction of girlhood. By observing girls' talk and behaviors through a social constructionist perspective, I have uncovered three constructions of girlhood in one Korean kindergarten. They are appearance-based girlish girlhood, oppositional girlhood, and heteronormative girlhood. Before uncovering the girls' lived experiences that are constituted by and constitute the constructions of girlhood, I portray how these girlhoods came to take place in an institutional setting, emphasizing the institution's curriculum, guidelines, and teachers. I then go into detail about the three constructed girlhoods that emerged under these institutional conditions. The emerging girlhoods in the research setting were discursively constructed in relation to three pervasive and imperative ideas about being a girl. Although the three constructions are relevant to different aspects of life for a young Korean girl, they are not mutually exclusive or competitive. First, appearance-based girlish girlhood is constituted by and constitutes girls' bodies and bodily practices by correctly signifying their gender. Oppositional girlhood manifests itself in girls' everyday endeavors to maintain the legitimacy of the gender binary. Finally, heteronormative girlhood is a reflection of the pervasiveness of heteronormativity in Korean society at large.

published_or_final_version / Psychology / Master / Master of Philosophy

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The Genevan scholar, Jean Piaget, made a highly significant contribution to epistemology that has not generally been adequately recognized by philosophers. His purpose was to remove epistemology from philosophy and make it a strictly scientific endeavour separate from philosophy. Yet an examination of main themes in his theory of knowledge shows the clear outline of a philosophical framework - using his own definition of philosophy. An examination of a number. of criticisms, shows that, underlying philosophical differences constantly emerge as the major factor separating Piaget and his critics.. That Piaget failed in his purpose of establishing a scientific epistemology independently of philosophy is corroborated by a comparison with the psychologist, Rudolph Arnheim. 'The Piagetian philosophy - which though within the mainstream of twentieth century philosophy, has its own quite distinctive features leans to a shaping of the. experimental data in terms of a constructivist, monolithic hierarchy of knowledge, not as a static structure but as a continually structuring activity. In this structuring activity knowledge develops in a continual interaction of subject and object in which the object feeds the cognitive structure of the subject and the subject by its logico-mathematical structure, gives order to the object world- There is a conflation of the logical and mathematical and a blurring of the distinction between the logical function,. as a primary functional mode, and the formalization by which we extend knowledge of the logical function with the aid of symbols. Cognitive normativity is seen as provided by a formalization of logic, rooted ultimately in the universal biological structure of the organism. As an alternative., and more satisfactory, empirical philosophical framework the outline is given for a multi-dimensional theory of knowledge within a lawfully ordered, dynamic, relational field. Within this context, it becomes apparent that the Piagetian experiments do not trace the development of thought or the growth of knowledge or of logic as such, but have the more limited scope of tracing the development• of one mode of knowledge; a mode of knowledge which is nevertheless important because of its role in science. The evaluation of Piaget and the proposed alternative make constant appeal to empirical data. At the same time, it is acknowledged that: an. explicit Christian commitment also plays a part just as Piaget's commitment played a part in shaping his theory. / MA, PU vir CHO, 1983

The Genevan scholar, Jean Piaget, made a highly significant contribution to epistemology that has not generally been adequately recognized by philosophers. His purpose was to remove epistemology from philosophy and make it a strictly scientific endeavour separate from philosophy. Yet an examination of main themes in his theory of knowledge shows the clear outline of a philosophical framework - using his own definition of philosophy. An examination of a number. of criticisms, shows that, underlying philosophical differences constantly emerge as the major factor separating Piaget and his critics.. That Piaget failed in his purpose of establishing a scientific epistemology independently of philosophy is corroborated by a comparison with the psychologist, Rudolph Arnheim. 'The Piagetian philosophy - which though within the mainstream of twentieth century philosophy, has its own quite distinctive features leans to a shaping of the. experimental data in terms of a constructivist, monolithic hierarchy of knowledge, not as a static structure but as a continually structuring activity. In this structuring activity knowledge develops in a continual interaction of subject and object in which the object feeds the cognitive structure of the subject and the subject by its logico-mathematical structure, gives order to the object world- There is a conflation of the logical and mathematical and a blurring of the distinction between the logical function,. as a primary functional mode, and the formalization by which we extend knowledge of the logical function with the aid of symbols. Cognitive normativity is seen as provided by a formalization of logic, rooted ultimately in the universal biological structure of the organism. As an alternative., and more satisfactory, empirical philosophical framework the outline is given for a multi-dimensional theory of knowledge within a lawfully ordered, dynamic, relational field. Within this context, it becomes apparent that the Piagetian experiments do not trace the development of thought or the growth of knowledge or of logic as such, but have the more limited scope of tracing the development• of one mode of knowledge; a mode of knowledge which is nevertheless important because of its role in science. The evaluation of Piaget and the proposed alternative make constant appeal to empirical data. At the same time, it is acknowledged that: an. explicit Christian commitment also plays a part just as Piaget's commitment played a part in shaping his theory. / MA, PU vir CHO, 1983

Although the movement of women into the Canadian labor force has been increasingly steady over the past three decades, the number of women occupying positions of power, prestige and leadership within their fields remains low in comparison to that of men. In theory, virtually all careers and levels within those careers should be available to both males and females, but this availability is not always perceived to be real. The desire to reveal why this is so provides the impetus for this study. Career patterns are influenced by a variety of forces, one of which is gender-role stereotypes. A greater understanding of the roles these stereotypes play in career aspirations is the goal of this study. One hundred male and female pre-adolescent students of high and average intellectual ability were surveyed by means of a questionnaire to determine the effect of gender-role stereotypes on their career aspirations and expectations. Correlations, analyses of variance, and qualitative data provided the statistical and descriptive information for interpretation. The principal finding of this study was that the influence of gender-role stereotypes on pre-adolescent children was confirmed, even across ability groups. Stereotypical attitudes were unrelated to intellectual ability, as high and average ability groups conformed to traditional attitudes exhibited toward the sexes. However, there did seem to be a trend towards a more androgynous attitude among the females than among the males, particularly high achieving males. High ability males showed a trend towards exaggerated stereotypical attitudes in comparison to the other subject groups. Furthermore, high ability students generally had more to say and exhibited more confidence (particularly the high ability males) in their responses. This study may provide an increase in awareness and understanding of any real or perceived barriers to achievement and thus eventually lead to greater opportunities and personal fulfillment for both males and females. / xi, 117 leaves ; 28 cm

This thesis examines the managerial roles of the academic deans in Canadian universities, particularly in the province of Ontario. It is important to study the roles of the academic deans since they are pivotal to any higher education institution’s success. Research indicates that organizational performances are very much influenced by what happens in the middle of organizations rather than at the top. (Currie and Procter, 2005) As middle managers, deans are compelled to manage both people and results, while providing vital links to the organization when translating top-level directives of the upper management – president, vice-president academic etc. - into operational plans that need to be understood and implemented by the departmental chairs and program coordinators. Understanding the roles of the academic deans within the context of new public management ideologies will help to increase our understanding about how universities are run and what challenges are presently being faced. The study involved participants from 15 Ontario universities. An online survey has been used in order to collect the data. The response rate was 39%, 41 academic deans out of 105 provided their input between May –July 2009. The data collected was subjected to a quantitative analysis which included descriptive statistics and correlation analysis. The findings confirmed the fact that the role of the academic dean has become more managerial in nature as Canadian universities are moving more towards a managed professional public organization model.

I developed a framework to support the maintenance of teams of heterogeneous robots operating in complex and dynamic environments such as disaster zones. Given an established team, my work also facilitates the discovery of work to be done during the team's mission and its subsequent assignment to members of the team in a distributed fashion. I evaluated my framework through the development of an example implementation where robots perform exploration in order to locate victims in a simulated disaster environment.

This thesis examines the managerial roles of the academic deans in Canadian universities, particularly in the province of Ontario. It is important to study the roles of the academic deans since they are pivotal to any higher education institution’s success. Research indicates that organizational performances are very much influenced by what happens in the middle of organizations rather than at the top. (Currie and Procter, 2005) As middle managers, deans are compelled to manage both people and results, while providing vital links to the organization when translating top-level directives of the upper management – president, vice-president academic etc. - into operational plans that need to be understood and implemented by the departmental chairs and program coordinators. Understanding the roles of the academic deans within the context of new public management ideologies will help to increase our understanding about how universities are run and what challenges are presently being faced. The study involved participants from 15 Ontario universities. An online survey has been used in order to collect the data. The response rate was 39%, 41 academic deans out of 105 provided their input between May –July 2009. The data collected was subjected to a quantitative analysis which included descriptive statistics and correlation analysis. The findings confirmed the fact that the role of the academic dean has become more managerial in nature as Canadian universities are moving more towards a managed professional public organization model.

No description available.