M.A. / 1. Introduction Internationally there has been a paradigm shift towards a developmental and preventative approach in social work. Also, the cost-effectiveness of programs aimed at community development has been noted. 2. Goal of the study The main aim of the study was to evaluate the impact of a life skills program aimed at personal / community enrichment through the extension of self-knowledge according to the themes of temperament, early childhood experiences, transactional analysis, self-presentation and cognitive reconstruction and presented according to experiential instruction methods. 3. Objectives of the study In order to come to a conclusion regarding the impact of the abovementioned program, the following objectives were identified: - Has the program empowered the respondents to enhance their self-knowledge; - Has the program led the respondents to a better understanding of others; - Has the knowledge created a willingness to undertake necessary adjustments; - Respondents’ impressions of the program and the presentation thereof. 4. Methodology A qualitative grounded evaluative research design was used for the study. An availability sampling method was used: In this case the attendants at a workshop where the abovementioned program was implemented. 5. Data collection methods The following methods of data gathering were implemented: - The respondents had to give feedback on what they have realized or learned about each theme. - The theme on self-presentation was introduced by a brainstorming session on which aspects the respondents regarded as important aspects by which first impressions are formed. - Each respondent had to complete a questionnaire (enclosed as annexure 3) at the end of the workshop. - The results were compared with the literature overview. 6. Limitations of study - The researcher had no control over whether the faxed invitations to the workshop (enclosed as annexure 1) actually reached the intended population or not. - Although the invitation was intended for adults as well as teenagers, eventually only one teenager and nine adults were included in the sample. - The category: “Other”, was not included to the biographic questions. Because it was a small group which was known to the researcher, the question on marital status could be rectified and: “Divorced and remarried”, could be included for analysis. - The fact that some of the open ended questions in the questionnaire (annexure 3) didn’t require the respondents to motivate their answers, left a gap in the interpretation of those answers. - After the respondents named so many aspects attributing to first impressions, the researcher assumed that the topic was known so well, that the theoretic information wasn’t presented in full. When the results were analyzed, this seemed to be a wrong assumption, as more discussion was requested on this topic. - Despite the small sample, the results have been confirmed by the literature overview, which means that literature based on Western research also apply to the Afrikaans speaking case sample. 7. Goal achievements The abovementioned goals were conclusively achieved and can be summarized as follows: The life skills program for personal / community development presented according to experiential instruction methods and aiming at the extension of self-knowledge according to the themes of temperament, early childhood experiences, transactional analysis, self-presentation and cognitive reconstruction, has indeed: - Led to the enhancement of the respondents’ self-knowledge; - Created a better understanding for others; - Created a willingness to make adjustments; - As a whole been evaluated positively: As a dynamic, organized, understandable and effective presentation. 8. Recommendations The following recommendations were made: 8.1. Methodology - The program can be marketed as a personal-, marriage- family- or community enrichment program, and even as an employee assistance program (EAP). - Personal invitations, preparation and screening are recommended. - The questionnaire for completion at the end of the program, should be adapted to eliminate the limitations that were identified. 8.2 Program content and presentation - The program content can be perceived as effective for enhancing self-knowledge, to create a better understanding for others, as well as creating a willingness for change and adaptations. - Experiential instruction methods contribute to the success of the program and should be retained. - Do not deviate from the intended theory included in the program. - The participant manual (annexure 2) is a resourceful device which is also useful for future reference. - Permanent transparencies can be added to the program to enhance the efficiency thereof. - The five themes lend itself for presentation during five group sessions. 8.3 With regards to social work profession - This study proved that the case sample were more inclined to change and for adaptations once they got to know themselves better. Thus the social worker should experience less resentment or poor/lack of co-operation with helping programs. Indeed, the more the client gets to know himself, the more inclined should he be to accept responsibility for his own growth as a person in his social environment. - It would be unethical to leave a client who is ready for change and growth without further directions. Therefore the social worker should be capable to either present follow-up programs or to refer appropriately. / Prof. W.A. Mitchell

This thesis examines he areas of consciousness and language that are implemented within the oral teaching tradition of the spiritual lineage of Ramana Maharshi. It examines how language is used by the teacher's consciousness to assist their student's development towards their own enlightened state of consciousness.

[pt] A proximidade entre matemática e filosofia em Platão é algo historicamente estabelecido e que pode ser constatado desde o primeiro contato com a sua obra e com as linhas gerais de seu pensamento. Nesse sentido, encontramos em alguns dos seus principais Diálogos, particularmente em A República, concepções sobre a natureza da matemática relacionadas, sobretudo, à metodologia matemática. Na República Platão aborda criticamente aspectos referentes ao método e ao status epistemológico das disciplinas matemáticas em dois momentos. O primeiro no Livro VI, na célebre passagem da Linha Dividida (509d - 511e), e o segundo no Livro VII, por ocasião da descrição do programa de estudos preparatórios à dialética (521c-534e) e, em ambos, considerando-se o que Platão diz em outras oportunidades, o teor da crítica platônica surpreende. Na Linha, as disciplinas matemáticas são descritas como formas de conhecimento intermediárias entre a opinião e a dialética, a única a merecer o título de ciência legítima. No Livro VII para ilustrar a distinção entre o conhecimento alcançado pelas disciplinas matemáticas, de um lado, e pela dialética, de outro, é dito que apesar de apreender alguma coisa da essência o matemático estaria para o dialético como aquele que dorme e sonha está para aquele que está acordado e vivendo a realidade (533b - 534e). O objetivo desse trabalho, portanto, é investigar por que Platão considera as matemáticas ciências intermediárias e qual a noção de conhecimento que serve de critério para essa classificação. / [en] The proximity between mathematics and philosophy in Plato is something historically acknowledged and that can be verified from the first contact with his work and with the general lines of his thought. Thus, one can find in some of his main Dialogues, particularly in the Republic, conceptions on the nature of mathematics mainly related to the mathematical methodology. In the Republic Plato approaches critically aspects regarding the method and the epistemological status of the mathematical disciplines in two moments. The first in Book VI, in the famous fragment of the Divided Line (509d - 511e), and the second in Book VII, while describing the program of preparatory studies to dialectics (521c-534e) and, in both cases, considering what Plato says in other fragments, the character of Plato s criticism surprises. In the Line, the disciplines of mathematics are described as a way of knowledge in-between opinion and dialectics, the last being the only one entitled to be considered a legitimate science. In Book VII, in order to show the distinction between the knowledge reached by mathematical disciplines, on one side, and the dialectics, on another, it is stated that despite learning some of the essence, the mathematician is for the dialectical as one who sleeps and dreams is for those who are awake and living reality itself (533b 534e). Therefore, the aim of this work is to investigate why Plato considers the disciplines of mathematics in-between sciences and what notion of knowledge was used as the criteria for that classification.

[pt] Ao sugerir o naturalismo como método filosófico, Quine propõe uma mudança na epistemologia tradicional: a filosofia deve ser considerada em continuidade com a ciência natural sendo preciso, portanto, abandonar o projeto de uma filosofia primeira dependente de investigações a priori. Para Quine, a metafísica não garante nenhuma segurança e a ciência com seu método de hipóteses verificáveis é o único e o melhor meio para o conhecimento. Segundo o naturalismo de Quine, não há diferença de natureza entre a ciência e filosofia, pois ambas relacionam teoria e experiência através da linguagem. Nesta dissertação, procuro mostrar por meio de um questionamento acerca da metodologia utilizada por Quine, algumas fragilidades presentes na sua perspectiva sobre o conhecimento filosófico. Minha estratégia consiste em mostrar como Quine rejeita os conceitos de a priori e analítico e procura, por meio do naturalismo e da concepção comportamentalista da linguagem, manter as teorias e seu aspecto abstrato no nível da experiência. Contudo, investigo a hipótese de que a tese da subdeterminação das teorias pela experiência fragiliza seu empirismo, pois ao ser aceita, impediria um naturalismo forte onde as teorias seriam produtos que dependeriam exclusivamente da experiência. / [en] By embracing naturalism as a philosophical method of investigation, Quine proposes a change in traditional epistemology: philosophy must be continuous with natural science, and, therefore, not based on a first philosophy dependent on a priori investigations. For Quine, metaphysics does not guarantee anything, and due to its method of verifiable hypotheses, science is the only and the best instrument of knowledge. In naturalism there is no difference of nature between science and philosophy because both relate experience and theory through language. In this dissertation, I argue that there are some weaknesses in this perspective on philosophical methodology and knowledge. My strategy is to analyze Quine s rejection of the notions of a priori and analytic and his claim that theories and their abstract aspects can be kept at the level of experience by combining naturalism with a behaviorist conception of language. I argue that the thesis of the underdetermination of theories by experience poses a problem for Quine s empiricism, and undermines a strong naturalism according to which theories depend exclusively on experience.

[pt] Para Schopenhauer, o conhecimento humano não se constitui apenas pelo saber racional. Pelo contrário, a própria razão - ou representação abstrata, segundo o filósofo - é derivada de uma forma de compreensão mais originária: a representação intuitiva. Esta, por sua vez, encontra seu fundamento na Vontade, conceito central à metafísica Schopenhaueriana, o qual configura a essência de todos os fenômenos particulares, como é o caso do homem. O propósito do presente trabalho é investigar as relações entre estas duas formas de conhecimento, reafirmando a importância dos elementos não racionais para a prática de vida e para uma adequada compreensão da realidade. / [en] According to Schopenhauer, human knowledge does not concern just about rational think. Reason or, the abstract representations are products of a kind of comprehension more primitive: the intuitive representation, that takes its fundament from will. Will is the central concept to shopenhauerian metaphysics, end configures the essence to all individual phenomenon in the world. The objective of this text are to investigate the relationships between this two kinds of knowledge and, according to that, to reiterate the importance of the non-rational elements to the human being and to an adequate comprehension of the reality.

This thesis develops a critique of the methodology of mainstream academic moral philosophy, based on insights from feminist and more generally anti-oppressive political thought. The thesis consists of two parts. In the first, I loosely characterise a certain dominant methodology of philosophy, one based on giving an important epistemological role to existing, 'pre-theoretical' moral attitudes, such as intuitions. I then argue that such methodologies may be critiqued on the basis of theories that identify these moral attitudes as problematically rooted in oppressive social institutions, such as patriarchy and white supremacy; that is, I identify these attitudes as ideological, and so a poor guide to moral reality. In the second part, I identify and explore of a number of themes and tendencies from feminist, anti-racist, and other anti-oppressive traditions of research and activism, in order to draw out the implications of these themes for the methodology of moral philosophy. The first issue I examine is that of how, and how much, moral philosophers should use abstraction; I eventually use the concept of intersectionality to argue for the position that philosophers need to use less, and a different type of, abstraction. The second major theme I examine is that of ignorance, in the context of alternative epistemologies: standpoint epistemology and epistemologies of ignorance. I argue that philosophers must not take themselves to be well placed to understand, using solitary methodologies, any topic of moral interest. Finally, I examine the theme of transformation in moral philosophy. I argue that experiencing certain kinds of personal transformation may be an essential part of developing accurate ethical views, and I draw out the political implications of this position for the methodology of moral philosophy.

The House of Mirth's main character, Lily Bart, is charaterized a fated character, incapable of exerting free will. With the help of Lawrence Selden and Gerty Farish, she realizes that, for the most part, she has lived and acted according to what others expect of her.

Das Forschungsanliegen der vorliegenden Arbeit war es, sich mit der Herausforderung digitalisierter Wissensarbeit mit Social Software für die Organisation von Unternehmen und in diesem Rahmen insbesondere mit der Bedeutung für die Arbeitsmotivation auseinanderzusetzen. Hierzu wurde der Zusammenhang zwischen der Nutzung von Social Software in Unternehmen, damit zusammenhängender Organisationsmerkmale und der Arbeitsmotivation von Wissensarbeitern untersucht.:Kapitel 1: Einleitung 1 1.1 Die Digitalisierung der Arbeitswelt: Social Software, Wissensarbeit und die Organisation menschlichen Handelns in Unternehmen 1 1.2 Problemstellung, Gegenstand der Untersuchung und Forschungsthese 3 1.3 Zielsetzungen der Arbeit 6 1.4 Forschungsansatz, wissenschaftstheoretische Einordnung und methodisches Vorgehen 7 1.5 Theoretischer Referenzrahmen für die Gliederung der Arbeit 9 Kapitel 2: Begriffliche Grundlagen und theoretischer Bezugsrahmen 13 2.1 Ein Verständnis von Organisation 13 2.2. Perspektive Wissensarbeit 42 2.3. Perspektive Digitalisierung 51 2.4 Fazit: Ableitung forschungsleitender Fragen für die theoretische und empirische Analyse 62 Kapitel 3: Theoriebasierte Exploration und Stärkung erster Annahmen mittels Experteninterviews 65 3.1 Komponenten des (qualitativen) Forschungsdesigns 65 3.2 Aufbau und Durchführung der explorativen Studie 70 3.3 Dateninterpretation: Auswertung des Interviewmaterials 73 3.4 Validierung der Interpretationsergebnisse 85 Kapitel 4: Digitalisierte Wissensarbeit mit Social Software und vernetzte Organisation 86 4.1 Nutzwerte digitalisierter Wissensarbeit mit Social Software 86 4.2 Vernetzte Organisation: digitalisierte Wissensarbeit und Organisation 111 Kapitel 5: Die Selbstbestimmungstheorie als Theorie der Arbeitsmotivation von Wissensarbeitern 137 5.1 Wissen, Bedürfnisse und der organisationale Kontext 138 5.2 Zentrale Theorie: Die Selbstbestimmungstheorie als Theorie der Arbeitsmotivation 144 5.3 Ausgewählte Konzepte der Selbstbestimmungstheorie 148 5.4 FAZIT: Eignung der Selbstbestimmungstheorie für den Untersuchungsgegenstand 161 Kapitel 6: Entwicklung eines Modells zur Erklärung selbstbestimmter Motivation von Wissensarbeitern durch die Nutzungspraktiken von Social Software und inhärenter Merkmale vernetzter Organisation 163 6.1 Erweiterte Forschungsfrage 163 6.2 Hypothesenentwicklung 164 6.3 Involvierte latente Konstrukte und das Hypothesensystem 184 Kapitel 7: Untersuchungsdesign und Datenerhebung 189 7.1 Forschungsmethodik 190 7.2 Operationalisierung der Variablen 198 7.3 Stichprobe und Datenerhebung 210 Kapitel 8: Ergebnisse der empirischen Untersuchung 218 8.1 Datenaufbereitung 218 8.2 Beschreibung der Stichprobe 221 8.3 Datenanalyse: Modellparameter und Gütekriterien des PLS-Pfadmodells 226 8.4 Fazit: Evaluation des Gesamtmodells 251 Kapitel 9: Theoretische Diskussion 262 9.1 Zentrale Erkenntnisse: Vernetzte Organisation und Arbeitsmotivation 263 9.2 Theoretische Implikationen 275 9.3 Limitationen und Anknüpfungspunkte für zukünftige Forschung 281 9.4 Implikationen für die Praxis 285 Kapitel 10: Fazit 288 Kapitel 11: Appendix 293 11.1 Experteninterviews (Studie 1) 293 11.2 Kausalanalyse im Strukturmodell (Studie 2) 303

The following study aims to examine the special mathematical knowledge needed in order to teach mathematics. Furthermore, the study attempts to explore how teachers’ views on the knowledge needed in order to teach mathematics affects their student’s opportunities to develop their conceptual understanding. Qualitative and quantitative empirical data was attained by observations and complementary interviews. A total of three teachers, all working at the same school, was observed and interviewed. The study used Ball, Thames & Phelps (2008) practice-based theory of mathematical knowledge for teaching, MKT, as its theoretical framework when analyzing the empirical data. The result of the observations displays that math teachers tend to use common content knowledge far more than specialized content knowledge during their lessons. The outcome of this also study reveals that there is a tendency among teachers to interfuse mathematical concepts with terminology. Conceptual understanding is equated with the use of correct terminology. The students are not exposed to the underlying ideas of the mathematical concepts. The study also concludes that there seems to be a sectioning between the mathematical content taught in grade 4-6 from the rest of the content being taught in elementary school, with a low number of connections being made between mathematical topics and concepts included in the curriculum.

Background: Breastfeeding confers health and social benefits on both mother and baby and is thus a key global public health priority, with exclusive breastfeeding for the first six months recommended. A variety of factors can influence a woman’s decision to initiate breastfeeding but a short duration of breastfeeding appears to be common in developed countries. In the UK, promotion of breastfeeding has been government policy since 1974 and gradually the incidence has increased. In Scotland in 2010 the incidence was 74% but by one week 17% of women had given up. A minority of women find that their babies attach easily at birth and more than half report problems at this time. The prevalence of exclusive breastfeeding falls sharply in the first few weeks and the introduction of formula is associated with a shorter duration. It is therefore crucial to understand what happens at this time to enable women to continue breastfeeding effectively. Study Aim: To use Social Cognitive Theory (SCT) to explore and help explain the expectations, knowledge and experiences of women and midwives with regard to breastfeeding initiation. Methods: A systematic review of qualitative studies synthesised using thematic analysis and SCT was conducted and afforded insight into what had been known before and highlighted further aspects that needed to be explored with a qualitative study. The qualitative study was comprised of five focus groups with ten antenatal women, eight postnatal women and eighteen midwives. Photographs included in a leaflet “Feeding cues at birth”, and the chart of “Feeding cues after the first few hours” were developed and used as focussing exercises during the focus groups and interviews. The focus groups and interviews were recorded, transcribed and analysed using a hybrid process of inductive and deductive thematic analysis which integrated data driven codes with theory driven codes based on SCT. Results: Twenty one studies were included in the systematic review and identified clear differences in the experiences of women when breastfeeding was going well as compared to when it was going wrong at the start. There were also differences in the midwives’ knowledge, experience and confidence when breastfeeding was going well in contrast to when it was going wrong. The synthesis did not identify any qualitative studies relevant to initiation which explored skin contact, instinctive behaviour or strategies to resolve failure to attach in the first few days after birth, from the perspectives of mothers and midwives. These topics were therefore explored in detail in the qualitative study. Few mothers recruited to my study experienced instinctive behaviour and successful attachment (in SCT enactive behaviour) at birth. The majority of mothers did not experience attachment at birth and struggled to persist and maintain their motivation to enable breastfeeding initiation in an unfamiliar environment. Midwives’ social expectations and environmental circumstances made women centred care difficult. Midwives considered that sleepy babies who were unable to feed were normal, but women were unprepared for this, compounding the difficulties in initiating breastfeeding. The triangulation of the findings from the systematic review and the qualitative study provide a more complete picture of contributory factors to understanding of difficulties in breastfeeding initiation. Conclusion: It is recognised that behaviour interacts with emotions, perceived abilities and the environment, as in triadic reciprocal causation, which affects peoples’ decisions, experiences and abilities to enable the successful initiation of breastfeeding. Social Cognitive Theory could be used as a framework to develop strategies and materials to enhance women’s confidence both antenatally and in the postnatal period. In a minority of women, breastfeeding goes well and is more likely when the baby is an active participant and the midwife a knowledgeable and confident supporter. This is not the case for the majority of women and babies or their midwives. There is a need to consider strategies to develop appropriate skills and environmental changes that would in turn lead to changes in behaviour and successful interventions. More emphasis should be made clinically on facilitating instinctive behaviour. The current position where babies’ sleepy behaviour is considered normal in this particular environment could be challenged. Social Cognitive Theory could be utilised in research to develop strategies to increase women’s and midwives’ confidence specifically in initiation.