There is no abstract available for this dissertation.

The paradigm of multiple modernities proposes that alternative modernities have formed across the globe as a result of social change. This paradigm stands in contrast to evolutionary and modernization theories, as well as theories of globalizing modernity, which argue that all societies are moving in the similar direction and that Western modernity is universalizing. Focusing on two specific trends, which are the closure of the political sphere for students and young people in general versus the growing role of women in the political sphere, it is suggested in this case study that Namibia is one of the societies that is characterized by distinctive social change. Particular attention is paid to the interrelationships between customs, invented traditions and the modern Western condition drawing on quantitative and qualitative data on Namibian university students and an extensive literature review to demonstrate that Namibia has an alternative type of the modern.

This thesis is based on a field study conducted in Ghana's capital Accra between September and November 2010 where data, in the form of inter alia interviews with Ghanaian university students, was collected. The underlying aim for the study is to gain a deeper understanding for the many times troublesome nation-building process in the African context. The thesis' objective then is to gain a deeper understanding of a part of the "successful" Ghanaian nation-building process and the national identification in Ghana via the concept of national self-images: the affective and cognitive views of the own nation and people. The Ghanaian national identification is explored via the concept which here is divided into two wide dimensions (the Temporal and Relational - primarily based on the works by Bo Petersson and Noel Kaplowitz) and the data is then organised and analysed according to these. The national self-images are further divided into positive respective negative images with presumably disitnct influences on national and political stability. The result from this study is is that the interviewed university students hold predominantely positive images of their own nation, people and polity which may indicate a continued support for the nation-building process. Howeer also osome negative images exist which could hold the potential threat of weakening the support and trust for the national project among the students.

In this research, our participants were asked five questions: Do gay and lesbian people fit into Chinese society? Are Chinese university students open and tolerant on gay and lesbian issues? How do these students perceive their gay and lesbian peers? How do their beliefs affect their attitudes toward their gay and lesbian peers? Is their university a safe and welcoming place for gay and lesbian students? To answer these questions, a qualitative methodology was employed involving six one-on-one interviews and two focus group interviews. <p>The participants did not believe that gay and lesbian people fit into Chinese society; however, the students themselves are becoming more open and tolerant on gay and lesbian issues in recent years because of the influence of technological innovation, media, and Western culture. <p>The findings suggest a degree of acceptance of gays and lesbians though the participants simultaneously distanced themselves from their homosexual peers. They perceived the university to be a safe place for gay and lesbian students in the sense that nobody would hurt them, but they did not see the university as a welcoming place. <p>To better understand the students perspectives, the transcripts were analyzed within a Chinese cultural and social context. Offering a realistic picture of heterosexual students perspectives might encourage them to reduce discrimination against their gay and lesbian peers, and to create a better learning environment for both heterosexual and homosexual students.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college. Columbia university. Contributions to education, no. 437. Bibliography: p. 62-66.

Math difficulties (MD) are nearly as common as difficulties with reading. Despite this, MDs have received much less attention from researchers and we have yet to define a core cognitive process for MD. Knowledge about a core cognitive process would assist with early identification and remediation of MDs. Working memory has been identified as one cognitive process that is strongly associated with math difficulties. Most research examining the association between working memory and math calculation skills has been predicated on Baddeley and Hitch’s (1974) multicomponent model of working memory. Results of studies are inconclusive with respect to which component of Baddeley and Hitch’s model is most associated with math calculation skills. The wide variety of tasks that have been used to measure the components of Baddeley and Hitch’s model may be one reason for the lack of consistent findings. In the Introduction, common tasks used to measure the components of Baddeley and Hitch’s model are described and discussed. The Automated Working Memory Assessment Battery (AWMA) is suggested as a measure that adequately assesses all components of Baddeley and Hitch’s model. The AWMA was used in two studies examining the role of the components of working memory in math calculation skill in elementary-school (Study 1) and university (Study 2) students. Participants in Study 1were 94 (42 female) elementary-school children (M age = 9 years 1 month; Range 6 years 0 months – 11 years 8 months). Participants in Study 2 were 42 university students (M age 20 years 9 months; Range 18 years 6 months to 22 years 11 months). In both studies, the visuospatial sketchpad (short-term visuospatial memory) emerged as the component of working memory that explained the most variance in math calculation scores. In elementary-school children, phonological processing was also important. Evidence points to a developmental path emphasizing both verbal and visuospatial skills in math calculation skills of younger children and a more specific role for visuospatial memory in adults (university students). Explicit instruction using visuospatial strategies in the teaching of math calculation skills will be important at all ages.

This study examines the online shopping behaviour of 142 international university students (IUSs) within the context of a modified version of the Technology Acceptance Model (TAM). Results indicate that perceived entertainment outweighs the impact of perceived usefulness (PU) and perceived self-efficacy (PSE) on attitude towards online shopping (ATT). Perceived risk (PR) was not related to ATT and ATT and behavioural intentions (BI) did not influence actual behaviour. Experience was strongly related to ATT, but demographics have little influence on TAM measures. Entertainment and usefulness were the primary motives for IUSs to shop online. The findings of this study could help universities and e-retailers develop guidelines to ensure a safe and attractive e-shopping experience for IUSs.

Tertiary students, not just working populations, might be experiencing feelings of burnout following the Christchurch earthquakes of 2010 and 2011. In the aftermath of a major disaster, the gap between the resources available to handle pressures (e.g., support) and the demands inherent in the pursuit of an academic degree (e.g., heavy workload) may lead to feelings of burnout among students. This study hypothesised that burnout dimensions (emotional exhaustion and disengagement) would be related to students’ perceptions of immediate institutional support, extended institutional support, peer support, family support, and work overload. Additionally, it was proposed that institutional and social support would moderate the relationship between work overload and burnout. Two hundred and seventy one third and fourth year students were sampled using an online questionnaire. These particular students were expected to be at greater risk of emotional exhaustion and academic disengagement because they were at the earliest stage of their tertiary education when the major earthquakes first hit. Family support and extended institutional support were found to be associated with decreased levels of emotional exhaustion and disengagement. Meanwhile, work overload was found to be related to increased levels of emotional exhaustion and disengagement. Furthermore, both peer support and immediate institutional support were found to have a moderating effect on the relationship between work overload and disengagement. This study has exposed unique findings which contribute to burnout research especially in a post-disaster context, and raises the importance of providing the right types of support for individuals who are particularly dealing with the consequences of a natural disaster.

No description available.

The purpose of the study was to examine the status of and perceived barriers to physical activity of Ball State University students. Using a cross-sectional survey design, participants (N = 858) completed a self-report, 27-item questionnaire. Data were analyzed using univariate and bivariate analyses.The results indicated that the participants of this study have exceeded the Healthy People 2010 physical activity objectives for leisure-time physical activity and vigorous physical activity as well as the Health Campus 2010 objective for moderate and vigorous physical activity combined. Commonly reported barriers to physical activity were other priorities, lack of time, too tired, the weather, and other barriers. Being male, living in university housing, being an athlete, and being enrolled in a health-related academic major were all positively associated with participants' vigorous physical activity. Being female, living in university housing, commuting to Muncie, and being a full-time student were all positively associated with participants' increased barriers to physical activity. / Department of Physiology and Health Science