Submitted in Fulfillment or Partial Fulfillment of the Requirements for the Degree of MASTER OF EDUCATION In the Department of Philosophy of Education of the University of Zululand, 1987. / Working outside the home exposes a woman to experiences and views common to herself and her family. The kind of job she does and her satisfaction with it, as well as her family's attitude towards her work affects the way she performs her roles as a wife and as a mother. Very few Black working mothers derive pleasure from their occupations. Their working conditions and renumeration are not consistent with effective mothering in the sense that the period of interaction with the child is minimised, the quality of mother-child interaction is affected and low wages do not allow for satisfactory child care arrangements. This study revealed that since the quality of mother child relationship during the formative phase determines the child's philosophy of life and his educability in later life^ Black working mothers can ill afford to be effective primary educators. Inadequate ante-natal and pcst-natal care deprives the infant of general alertness that a psychologically prepared mother would elicit from him. Delegating motherhood to caregivers does not compensate for maternal deprivation because they change most of the time providing the child with different values and exposing him to a shaky framework of authority structure. Each of the caregivers does not stay with the child long enough to understand and monitor his total development. Maternal nurturance builds feelings of security, love esteem and confidence which facilitates the child's venturing into new situations. A mother offers a comfortable and reassuring backdrop in his educational endeavours. Besides being a feedback mechanism for the child.^ She is a source of reference and she offers a reliable supportive guidance.

No description available.

This study examines how undergraduate students use hand gestures to offload cognitive demands on their working memory (WM) when they are engaged in three major proving activities: reading, presenting, and constructing proofs of mathematical conjectures. Existing research literature on the role of gesturing in cognitive offloading has been limited to the context of elementary mathematics but has shown promise for extension to the college level. My framework weaves together theoretical constructs from mathematics education and cognitive psychology: gestures, WM, and mathematical proofs. Piagetian and embodied perspectives allow for the integration of these constructs through positioning bodily activity at the core of human cognition. This framework is operationalized through the methodology for measuring cognitive demands of proofs, which is used to identify the set of mental schemes that are activated simultaneously, as well as the places of potential cognitive overload. The data examined in this dissertation includes individual clinical interviews with six undergraduate students enrolled in different sections of the Introduction to Proofs course in Fall 2021 and Spring 2022. Each student participated in seven interviews: two WM assessments, three proofs-based interviews, a stimulated recall interview (SRI), and post-interview assessments. In total, 42 interviews were conducted. The participants' hand gesturing and mathematical reasoning were qualitatively analyzed. Ultimately, students' reflections during SRIs helped me triangulate the initial data findings. The findings suggest that, in absence of other forms of offloading, hand gesturing may become a convenient, powerful, although not an exclusive offloading mechanism: several participants employed alternative mental strategies in overcoming the cognitive overload they experienced. To better understand what constitutes the essence of cognitive offloading via hand gesturing, I propose a typology of offloading gestures. This typology differs from the existing classification schemes by capturing the cognitive nuances of hand gestures rather than reflecting their mechanical characteristics or the underlying mathematical content. Employing the emerged typology, I then show that cognitive offloading takes different forms when students read or construct proofs, and when they present proofs to the interviewer. Finally, I report on some WM-related issues in presenting and constructing proofs that can be attributed to the potential side effects of mathematical chunking. The dissertation concludes with a discussion of the limitations and practical implications of this project, as well as foreshadowing the avenues for future research. / Doctor of Philosophy / In this study, I examined how undergraduate students can rely on their hand gesturing to reduce the cognitive complexity of mathematical proofs. Specifically, I studied gestures produced by students when they are engaged in various kinds of proving activities: reading for comprehension, reading for validation, presenting, and constructing proofs of mathematical conjectures. During the experiments, the participants were not given pencils/paper, calculators, or any other and other figurative materials. Therefore, they had to rely on their imagination, working memory, and hand gestures to make progress on the tasks. Results suggest that students' hand gestures have a beneficial effect in navigating cognitive challenges associated with mathematical proofs. Moreover, I show that this effect takes different forms depending on the proving activity in which the student engages. Finally, I report on some memory-related issues in presenting and constructing proofs. The dissertation concludes with a discussion of the limitations and practical implications of this project, as well as foreshadowing the avenues for future research.

No description available.

published_or_final_version / Chinese Historical Studies / Master / Master of Arts

There has been a recent increase in the use of graphic symbols in school settings (Abbott and Lucey, 2003). However, the use of graphic symbols in schools remains, to date, an under-researched area. In order to address this and develop understanding of practitioners’ experiences of using graphic symbols in school settings, exploratory research was conducted investigating the experiences of a range of practitioners using symbols in Foundation Stage school settings. A qualitative research design was used drawing upon an interpretive phenomenological philosophical framework. The research sample consisted of three groups of practitioners; teachers, early years practitioners (teaching assistants, learning support assistants and nursery nurses) and speech and language therapists. Data were collected through semi-structured interviews which were conducted face-to-face by the researcher. In the interviews participants were encouraged to explore their experiences of using graphic symbols and their associated beliefs and attitudes about this topic. Interview data was analysed using thematic analysis which was facilitated by the use of qualitative data management software QSR NVivo2. Prolonged engagement with the data led to the development of a theoretical framework based on a set of themes and subthemes. Four major themes were identified: practitioners’ beliefs about which children to use symbols with; practitioners’ thoughts about children’s understanding of symbols; practitioners’ accounts of the ways symbols are used; and, practitioners’ experiences of the implementation of symbols. Interpretations of the data were extended further to develop two original theoretical constructs; ‘models of reasoning’ and ‘perceptions of professional roles’. These constructs were developed to provide an over-arching framework depicting the researcher’s interpretations of the data set as a whole. The findings suggest that practitioners go through a process of reasoning and decision making surrounding the use of symbols. Practitioners in this study also appeared to be influenced by their perceptions of their own professional role and those of others in their decisions surrounding the implementation of symbols. The theoretical model may provide some explanation for the ways in which individual practitioners interact and work alongside practitioners from the same and different professional groups. The findings of the research were related to existing literature in the fields of symbolic development, symbols and literacy, and, collaborative working. The findings led to the development of five suggestions for future research.

The aim of my master`s thesis was to approach the issue of working hours as one of the most important working conditions, and its special arrangements known as flexible working hours account. The basis of working hours is contained the Labour Code 262/2006. Working hours are often decisive factor for selecting employment. Mothers welcome the opportunity to negotiate a shorter working time. They can properly take care of their children as well as go to work. Today is very popular flexible working hours. The thesis is devoted to working hours, both at an international and European level. These regulations have a considerable influence on the Czech regulation of working time. ILO conventions have priority over the Czech law. From the 1st May 2004 is the Czech Republic member of the European Union and it implies an obligation to bring Czech legal regulation into conformity with European Union regulation. For regulation of working hours are important judgements of the European Court of Justice. The most important judgements are mentioned in the thesis (e.g. Jaeger, SIMAP). These judgements had big influence on definitions of working hours in Labour Codes of the Member States. Czech Labour Code respects these decisions as well as the Council Directive 2003/88/EC on some aspects of organization of the...

The stories proposed within this thesis examine the daily lives of working class men, women, and children and the subtle dynamics of the relationships between them. The stories engage a variety of narrative perspectives, sometimes employing serious overtones and sometimes shifting toward humor. Stylistically, the stories construct a single unified voice that sifts through common themes including alcoholism, self-pity, the loss of culture, grief, distrust, absolution, and hero worship. / by Dustin Clark. / Thesis (M.F.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

by Szeto Leung-Tsun. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1980. / Bibliography: leaves 57-58.

Thesis (M.A.)--香港中文大學硏究院社會學部. / Reprint of manuscript. / Includes bibliographical references (leaves 298-318). / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan she hui xue bu. / 圖表目錄 --- p.Xiii / 解說圖表目錄 --- p.XX / 附錄目錄 --- p.Xxi / Chapter 第一章 --- 緒論 --- p.1 / Chapter 一 --- 研究問題的性質 --- p.1 / Chapter 二 --- 研究目的 --- p.4 / Chapter 三 --- 研究的意義 --- p.7 / Chapter 四 --- 研究的限制 --- p.12 / Chapter 五 --- 重要概念詮釋 --- p.14 / Chapter 六 --- 論文結構 --- p.22 / Chapter 第二章 --- 文獻探討：台灣製造業及其勞工概況 --- p.25 / Chapter 一 --- 製造業在台灣經濟結構中的地位 --- p.26 / Chapter 二 --- 台灣製造業員工概況 --- p.33 / Chapter 1 --- 就業人數 / Chapter 2 --- 年齡結構 / Chapter 3 --- 教育程度 / Chapter 4 --- 工作時數 / Chapter 5 --- 薪資 / Chapter 6 --- 工作年資 / Chapter 7 --- 求職方式 / Chapter 8 --- 轉業意向 / Chapter 9 --- 轉業類型 / Chapter 10 --- 轉業率 / Chapter 11 --- 轉業因素 / Chapter 第三章 --- 文獻探討：相關理論與研究 --- p.49 / Chapter 一 --- 工作投入 --- p.50 / Chapter 二 --- 轉業行為 --- p.67 / Chapter 三 --- 工作投入與轉業行為 --- p.76 / Chapter 第四章 --- 研究假設 --- p.87 / Chapter 第五章 --- 研究設計與方法 --- p.98 / Chapter 一 --- 研究對象 --- p.98 / Chapter 二 --- 研究工具 --- p.103 / Chapter 三 --- 研究程序 --- p.109 / Chapter 四 --- 資料分析法 --- p.117 / Chapter 第六章 --- 研究結果的描述 --- p.135 / Chapter 一 --- 樣本特徵、工作投入和轉業行為的分部型態 --- p.136 / Chapter （一） --- 樣本特徵 --- p.136 / Chapter （二） --- 工作投入 --- p.146 / Chapter （三） --- 轉業行為 --- p.157 / Chapter 二 --- 樣本特徵、工作投入和轉業行為三者之間的関联性 --- p.163 / Chapter （一） --- 個人基本資料與四種工作態度及轉業行為 --- p.164 / Chapter （二） --- 組織投入與轉業行為 --- p.171 / Chapter （三） --- 行業投入與轉業行為 --- p.176 / Chapter （四） --- 工作滿意與轉業行為 --- p.182 / Chapter （五） --- 組織投入與行業投入 --- p.187 / Chapter （六） --- 工作投入類型與轉業行為 --- p.189 / Chapter 第七章 --- 研究結果的分析和討論 --- p.195 / Chapter 一 --- 樣本特徵的分析和討論 --- p.196 / Chapter （一） --- 個人基本資料 --- p.198 / Chapter （二） --- 工作態度 --- p.207 / Chapter （三） --- 轉業行為 --- p.226 / Chapter 二 --- 假設測定和分析 --- p.240 / 副假設 --- p.240 / 副假設 --- p.243 / 副假設 --- p.245 / 副假設 --- p.248 / 副假設 --- p.251 / 副假設 --- p.253 / 中心假設 --- p.263 / Chapter 第八章 --- 摘要和結論 --- p.272 / Chapter 一 --- 研究摘要 --- p.272 / Chapter 二 --- 研究貢獻 --- p.277 / Chapter 三 --- 再研究的建議 --- p.284 / 附錄 --- p.291 / 書目 --- p.298