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The Gig-Economy is an alternative way of describing a world where long-term employees turn into short-term independent contractors in charge of their own careers. The cross-sectional half of the current study will gather data from multiple generations of professionals and emerging professionals that assesses their career adaptabilities, gender, marital status, presence of children, and preference for the Gig Economy. Previous research has not analyzed these factors in combination with each other. The Millennial participants from the cross-sectional portion of the study will be tested once every five years as they progress through their careers on these same measures. Millennials will have more career adapt abilities than other generations, and will prefer the Gig Economy more than other generations. However, females will prefer the Gig Economy more than men, as it provides for more flexibility. Those who are married and especially those with children will prefer the Gig Economy more than those who are unmarried or without children. The information from the current study will be helpful to anyone currently working in or about to start working. It will allow career counselors information with which to best guide Millennials and all those struggling to find their way in the Gig Economy.

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The new outcomes based education (OBE) in the form of the Revised National Curriculum Statements (RNCS, 2002) advocates for the use of contexts in the teaching and learning of mathematics. The motivation for this advocacy is the expectation of the promotion of understanding of the subject. Such expectations however cannot be achievable without consideration of factors such as what contexts are appropriate for use in the teaching and learning of mathematics, how the contexts have to be used in order to promote understanding and more importantly how are teachers involved in this process. The study explores the ways in which a Grade 7 teacher selects contexts in the learning support materials or in any other source for use in order to promote understanding of the concept of variable among learners. It draws on socio-cultural theories and is underpinned by the notion that understanding of a concept presupposes and is presupposed by the formation of the concept. The research method employed was a case study and data was mainly collected through interviews as well as materials that were availed by the teacher. The following three key issues emerged from the study and were taken up for discussion: a) what does it take to make the transition from context to mathematics in terms of the promotion of the understanding of the concept of variable? b) to what extent were the materials selected by the teacher adequate to deal with issues of transition from context to mathematics in terms of the promotion of the understanding of the concept of variable? and c) what possibilities were available for the teacher to use context in order to promote understanding of the concept of variable? This study further explores the extent to which the notions of mathematisation and transition from context to mathematics may be used as the means by which the selection and use of contexts in the learning and teaching of the concept of variable may facilitate the promotion of understanding of the concept variable.

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Since the Bender's growth in popularity as a tool for assessing organic brain damage, other factors have been shown to influence the accuracy of design reproductions. Mental deficiency, cultural background, early age and :ex are among those factors. Attempts to demonstrate the effect: of personality traits have been few, but supportive. Research into the influence of personality on Bender performance has largely been group comparison designs. The degree of overlap found among groups has reduced the degree of confidence with which the results can be applied to individual performance:. The present study used a correlational approach to determine how validly State and/or Trait Anxiety can be predicted from Bender records. Results indicated significantly more positive correlations than chance between 22 of the Bender deviations and deviations scored for severity and both the State and Trait Anxiety measures. This supported the hypothesis that Bender deviations are affected by the presence of anxiety. A factor analysis of the Bender records did not produce any robust factors, probably because of the high sample homogeneity with respect to their Bender performance. Alpha coefficients were increased from those obtained on the Deviation Total and Deviation Severity scales by selecting two subscales from each, based on the item-total coefficients of the deviations. Correlations consequently increased with State and Trait Anxiety on three of the four subscales. Lastly, a step-wise multiple regression procedure was applied to both the Deviation Total and Deviation Severity scale to obtain multiple Rs with :State and Trait Anxiety. Adding deviations continued to increase the multiple R of the lists through eight to thirteen steps. Corrections for the small sample size estimated the possible shrinkage of the multiple Rs. Discussion focused on finding no correlations between are, sex and Bender performance, as expected. It also stressed some of the procedural flaws and data assumptions, most noticeable of which was the need for a more reliable Bender scoring blank for further research. Finally, it was concluded that the results supported the hypothesis that Bender deviations are influenced by anxiety. However, the results further pointed out that Bender deviations, as presently defined, are affected by other factors as well. It was therefore cautioned that sender reproductions should be considered only a rough predictor of the presence and extent of anxiety in an individual.

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