Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The main objective of this work consists in investigating the relationship between Frege s conception of truth and the so called Identity Theory of Truth . An identity theory of truth is described in literature as the thesis sustaining that truth consists, fundamentally, in the identity between the content of a judgment or proposition and a fact. The proposition expressed by a sentence, as in Aristotle was a disciple of Plato , is true if, and only if, it is a fact that Aristotle was a disciple of Plato. Thus, the contents of the sentences would be in a relation of identity towards the facts, and would not be in a relation of correspondence, as classic theories of truth sustain. In Der Gedanke, published in 1918, Frege seems to sustain this theory, even though his conception of truth is much larger than that. On the article, he explicitly affirms that a fact is a thought that is true. Such affirmation fits perfectly in the identity theory of truth s slogan. Nevertheless, there s plenty of discussion on the subject in secondary literature. Authors such as Baldwin, Dodd, Kemp, Horsnby and Sluga have discussed the identification between facts and true thoughts, and have given explanations that are sometimes rather antagonistic. That is why it is of great value the reconstruction and the discussion of such interpretations, in the attempt to clarify Frege s purpose on the referred affirmation. Along with that, it is necessary to review other aspects of Frege s philosophy, since his conception of truth in general, and, particularly, the identity theory of truth, are connected to the whole of his philosophy. / A presente dissertação tem como objetivo central investigar a relação entre a concepção fregeana de verdade e a chamada teoria da verdade como identidade (Identity Theory of Truth). Uma teoria da verdade como identidade é caracterizada na literatura como a tese segundo a qual verdade consistiria, fundamentalmente, na identidade entre o conteúdo de um juízo ou proposição e um fato. A proposição expressa por uma sentença, como Aristóteles foi discípulo de Platão , é verdadeira se, e somente se, é um fato que Aristóteles foi discípulo de Platão. Assim sendo, os conteúdos das sentenças estariam em uma relação de identidade com fatos e não em uma relação de correspondência, como as teorias clássicas da verdade irão defender. Em Der Gedanke de 1918, Frege parece defender essa teoria, mesmo que a concepção fregeana de verdade seja muito mais ampla do que isso. Neste artigo, ele explicitamente afirma que um fato é um pensamento que é verdadeiro. E tal afirmação encaixa-se perfeitamente no slogan da teoria da verdade como identidade. Não obstante, na literatura secundária existe uma série de discussões sobre esse tópico. Autores como Baldwin, Dodd, Kemp, Horsnby e Sluga irão discutir essa identificação entre fatos e pensamentos verdadeiros dando respostas por vezes antagônicas. Por isso, é de grande importância reconstruir e discutir essas interpretações na tentativa de esclarecer o propósito de Frege ao fazer tal afirmação. Conjuntamente, outros aspectos da filosofia fregeana necessitam ser explicitados, pois a concepção fregeana de verdade em geral e a teoria da verdade como identidade, em particular, estão ligadas ao restante de sua filosofia.

This thesis focussed on the matter of Judean ethnic identity in the first century CE. At first we pointed out that New Testament scholarship lacks an overall interpretive framework to understand Judean identity. There is not an appreciation of what informed the entire process of Judean ethnic identity formation in the first century, or at any period for that matter. This lack of interpretive framework is acute in scholarship on the historical Jesus, where the issue of Judeanness is most strongly debated. We investigated the reconstructions of John P Meier and John D Crossan, and attempted to identify what content, be it explicitly or implicitly, or by omission, do they assign to Jesus’ Judean identity. But as yet, we were not in a position to say just what kind of Judean Jesus was. We then proceeded by developing a Socio-Cultural Model of Judean Ethnicity. At first Sanders’ notion of covenantal nomism was explored and redefined to function primarily as an ethnic descriptor. We combined the notion of covenantal nomism with Berger and Luckmann’s theories on the sociology of knowledge, and saw that covenantal nomism could function as the Judean construction of reality. It is a convenient way to define the Judean “symbolic universe”. Dunn’s “four pillars of Second Temple Judeanism” was then reviewed, which looked at the importance of the Temple, God, Election and the Torah. The “new perspective” on Paul as developed by Dunn also proved useful, as he brought attention to the importance of traditional customs (e g circumcision and food laws), and how it served as “badges” for Judean identity. The approaches of Sanders and Dunn, however, lacked the insights of ethnicity theory. Ethnicity theory has identified two primary alternatives when it comes to ethnicity formation: constructionism and primordialism. We looked at the attempt of Jones to integrate the various approaches by her incorporation of the concept of the habitus. An overview of Duling’s Socio-Cultural Model of Ethnicity followed, which lists all the relevant cultural features and which emphasises the predominant constructionist approach. We integrated all of the above into our own proposed model, which we termed covenantal nomism. It is a pictorial representation of the Judean symbolic universe, which as an ethnic identity, was proposed to be essentiall primordialist. The model was then given appropriate content, by investigating what would have been typical of first century Judean ethnic identity. It was also demonstrated that their existed a fundamental continuity between Judea and Galilee, as Galileans were ethnic Judeans themselves and they lived on the ancestral land of Israel. Attention was then focussed on the matter of ethnic identity in Q. We investigated the stratification of Kloppenborg and suggested that the third stratum which refers to the Torah properly belongs to the polemical and apologetic strategy of the main redaction. After analysing the two stratums it was concluded that Q points to a community whose Judean ethnic identity was in (re)construction. Apart from the cultural features of name and land, all cultural features demonstrated strong elements of discontinuity with traditional covenantal nomism. The Q people were given an eschatological Judean identity based on their commitment to Jesus and the requirements of the kingdom/reign of God. / Thesis (PhD (New Testament Studies))--University of Pretoria, 2007. / New Testament Studies / unrestricted

Friendship and peer acceptance is an important facet of any adolescent’s development. Adolescence is recognised as a period of discovering and forming one’s identity. When an adolescent has a learning impairment, it impacts on all facets of his/her life, including socially (friendships). While needing to deal with the challenges of a learning impairment as well as to functioning socially, the adolescent needs to cope with these challenges as well as form an identity. In a similar vein, when the adolescent is faced with the challenges of a learning impairment, limited cognitive and language difficulties may impact on friendship relationships. Working in a school that caters specifically for learners with learning impairments, I started wondering: what role does their individual learning impairments play in the maintenance of friendship? The purpose of this study was to gain insight and understanding into the nature of friendship amongst adolescents who have been identified as having a specific learning impairment. This study took place within a specialised high school setting where the focus is to provide support to the learner with specific learning needs. This study utilised an interpretive, qualitative research approach. This study aimed to interpret and understand what is the nature of friendship for adolescents with a specific learning impairment. The study also aimed to understand how social issues such as social comparison and self-concept is understood from the participants’ point of view and finally, to understand if the school environment within which they function play any role in the nature of friendships and how does the adolescent participant interpret this role. The research design was an instrumental case study. Data was collected from two participants by means of a one-on-one semi-structured interview and observations supported by field notes. The data collected was transcribed. The data was interpreted using a colour code for each theme identified. The findings reported indicate that the participants’ view of the self is influenced by their friends. Support and understanding in their friendships was possible as a result of trust, acceptance and understanding of how it is to be facing the challenge of learning impairments on a daily basis. The learners have found a place in the school were they can flourish both academically and socially. Socially, the challenges of learning impairments still play a role during interactions with friends. Social comparison based on physical appearance was highlighted. Self-concepts have been influenced by their learning impairment. Within the specialised school system, improved self-concepts were reported due to better academic performance and unconditional acceptance by friends and peers, despite having a learning impairment. AFRIKAANS : Vriendskap en portuur groep aanvaarding is ‘n belangrike aspek van enige adolesent se ontwikkeling. Adolesensie word erken as ‘n tydperk van ondekking en die vorming van ‘n identiteit. Wanneer ‘n adolesent ‘n leergeremdheid beleef, het dit ‘n invloed op alle fasette van hulle lewens, insluitend sosiaal (vriendskappe). Terwyl die adolesent die uitdagings van ‘n leergeremdheid moet hanteer asook sosiaal funksioneer, moet die adolesent terselftertyd die uitdaging hanteer om ‘n identiteit te vorm. Wanneer die adolesent die uitdagings van ‘n leergeremdheid hanteer, het beperkte kognitiewe en taal uitdagings ook ‘n invloed op vriendskappe. Terwyl ek by ‘n skool werk wat voorsien vir leerders met leergeremdhede het ek begin wonder: watter rol speel individuele leergeremdhede in die handhawing van vriendskappe. Die doel van die studie was om insig te verkry in die aard van vriendskap tussen adolosente wat identifiseer is as leerders met ‘n leergeremdheid. Die studie het plaas gevind in ‘n gespesialiseerde hoërskool waar die fokus val om ondersteuning te bied aan leerders met leergeremdhede. Die studie was ‘n interpretiewe, kwalitatiewe navorsings studie. Die doel van die studie was om die aard van vriendskappe tussen adolesente met leergeremdhede, te verstaan. ‘n Verdere doel van die studie was om vas te stel hoe word sosiale vergelyking en self-konsep verstaan word deur die deelnemers en laastens om vas te stel of die skoolomgewing waarin die kinders funksioneer, enige rol speel in die aard van vriendskappe. Laastens is gekyk na hoe word die rol verstaan deur die adolesente. Die navorsingsontwerp was ‘n instrumentele gevalle studie. Data was versamel vanaf twee deelnemers deur middel van een-tot-een semi-gestruktureerde onderhoude en waarnemings wat deur veldnotas ondersteun was. Die data wat versamel was is getranskribeer. Die data was interpreteer deur ‘n kleur kode wat gekoppel is aan elke tema. Die bevindinge dui aan dat die deelnemers se siening van die self beinvloed word deur hulle vriende. Ondersteuning en begrip in hulle vriendskappe is moontlik as gevolg van vertroue, aanvaarding en begrip van hoe dit voel om die uitdagings van ‘n leergeremdheid daagliks te hanteer. Die leerders het ‘n plek in die skool gevind waar hulle beide akademies en sosiaal kan floreer. Op ‘n sosiale vlak speel die uitdagings van ‘n leergeremdheid steeds ‘n rol in hulle vriendskappe. Sosiale vergelyking kom voor gebasseer op fisiese voorkoms. Self-konsepte word deur leergeremdhede beinvloed. In die gespesialiseerde skool word beter self-konsepte gerapporteer weens beter akademiese prestasie en onvoorwaardelike aanvaarding deur vriende en lede van die portuur groep, teen spyte daarvan om ‘n leergeremdheid te hê. / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted

The Canadian population is aging, as is the Canadian workforce. Today, four generations find themselves cohabiting in the workforce together. This may have an impact on workplace collaboration and communication, as both of these processes are influenced by group perceptions. Academic research has focused upon workplace interactions mainly from a younger worker’s perspective; hence, the older worker’s voice has been overlooked. The objective of this study is thereby from an older worker’s perspective, to understand how generations perceive each other in the workplace, and further, understand how these perceptions influence intergenerational communication and collaboration. To do so, we have relied upon Communication Accommodation Theory and Social Identity Theory, and have conducted a survey to measure the influence of ageist stereotypes on communication and its accommodation, in addition to such influences on knowledge transfer. Theoretical and practical implications are discussed.

The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While the time of publication affected role portrayals, the evidence was unclear as to whether the changing roles represented greater egalitarianism. The race and the sex of the young characters significantly affected parental role portrayals, but the sex of the author did not influence these portrayals. While award winning and bestselling texts portrayed parents differently than books that did not achieve such honors, most did not provide enough information to adequately assess parenting roles. Half of the mothers who worked in the texts worked in conjunction with their husbands rather than independent of them. Over 10 % of mothers and fathers acted incompetently. The time of publication and the sex of the author was associated with the prevalence of solo, dangerous, child adventures. Subsequent implications and recommendations suggest the inclusion of stronger parental characters in children's books. Many of the parents are portrayed as inactive, incompetent, or neglectful. The concern is that children are exposed to these picture book portrayals during the primary years of identity acquisition.

The study is an exploratory investigation of early adolescents’ buying patterns with regards to clothing using social identity theory. Interviews were conducted with six early adolescents in Attridgeville suburb located in Tshwane (then called Pretoria) in South Africa. This research was prompted by insufficient archived studies which focus on black adolescents in South Africa. Early adolescents are conscious of the youth culture and utilities that are significant to them. The early adolescent stage construes young people as seeking an own identity both individually and within the group. Clothing apparel plays a significant role in the projection of adolescents’ identity in the peer group, and they participate in consumer behaviour that is influenced through socialization. Among others, peers and family circumstances play a central role as socialisation agents for the buying patterns of clothing during adolescence. In this study the Zaltman Metaphor Elicitation Technique (ZMET) was used to explore the processes involved in the buying patterns of clothing during early adolescence, particularly for black adolescents in an urban environment. Pictures, compiled in the format of a collage, were used as a projective technique to probe respondents’ constructions of their preferred buying patterns and consumer behaviour. Data was analyzed using thematic analysis as a procedure of qualitative research. Verification of transcripts and themes by an independent third party enhanced validity and reliability of findings. Themes indicate that early adolescents are quite involved in consumer behaviour and make decisions based on lifestyle, consumer socialisation, purchasing styles and filters. Both peers and family act as socialisation agents, and socio-structural factors such as birth order, financial aspects, attitudes, and retail outlets have an impact on the actual buying patterns of clothing. Further study is needed to determine the effect of media and learning styles on the consumer behaviour of black adolescents in a South African context. / Dissertation (MA (Research Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

No description available.

Intergroup relations and the factors affecting them constitute a subject of recurring interest within the academic community. Social identity theory suggests that group membership and the value we assign to it drives the expression of in-group favoritism and outgroup prejudice, among other intergroup phenomena. The present study examines how (ir)religious identities are related to topic-sentiment polarization in the form of positive in-group and negative outgroup bias during interreligious debates in YouTube commentaries. Drawing from the propositions of social identity theory, six hypotheses were tested. The data for the study, a product of a natural experiment, are comments posted on YouTube commentary sections featuring videos of interreligious debates between (a) Christian and atheist or (b) Christian and Muslim speakers. Using topic-sentiment analysis, a multistage method of topic modeling with latent semantic analysis (LSA) and sentiment analysis, 52,607 comments, for the Christian - atheist debates, and 24,179 comments, for the Christian - Muslim debates, were analyzed. The results offer support (or partial support) to the hypotheses demonstrating identity-specific instances of topic-sentiment polarization to the predicted direction. The study offers valuable insights for the relevance of social identity theory in real-world interreligious interactions, while the successful application of topic-sentiment analysis lends support for the more systematic utilization of this method in the context of social identity theory.

Syftet med denna studie var att undersöka upplevda förväntningar för de två biologiska könen bland gymnasieelever. Syftet preciseras i tre frågeställningar vilka behandlar om och hur dessa förväntningar tar sig uttryck samt hanteringsstrategier och konsekvenser kopplade till dessa. För att undersöka detta genomfördes åtta semistrukturerade intervjuer med gymnasieelever från tre olika län och tre olika inriktningar. Resultatet analyserades via en tematisk analys och mynnade ut i totalt åtta teman och 15 subteman vilka visade att de förväntningar som upplevdes bland eleverna kunde kategoriseras upp i beteende, utseende och känslomässiga förväntningar. Hanteringsstrategierna handlade om antingen anpassning eller normbrytande och i vissa fall båda två. Konsekvenserna innebar bland flera individer ett försämrat mående och oförmågan till att kunna vara sig själva. I diskussionen presenteras sammanfattningen att gymnasieflickor upplevs behöva vara tillgängliga för pojkarna på flera olika plan, samt den heteronormativitet som tydligt existerade bland gymnasiepojkarna. Studien kan hjälpa till att ge en förståelse för unga människors agerande och mående med könsrollsanknutna förväntningar som utgångspunkt.

Subordination of judgment is a fundamental threat to auditor objectivity. Subordination of judgment occurs when auditors agree with their superiors either in spite of or without forming their own independent judgments. Many audit procedures rely on independent, critical thinking at every level of the audit team; however, a number of studies suggest that auditors tend to agree with superiors even when a superior's views clearly run contrary to generally accepted accounting principles. While there is general agreement among scholars that subordination of judgment is "bad," very little attention has been given to moral biases that might influence an auditor's tendency to subordination of judgment, or to potential remedies that could mitigate an auditor's tendency to subordinate judgment. Moral Foundations Theory suggests that individuals tend to make intuitive, normative evaluations of situations based upon a set of personal moral biases or preferences called "moral foundations." Two specific moral foundations could influence subordination of judgment in divergent ways. The moral foundation of loyalty-respect may make agreement with a superior's views seem more acceptable than would disagreement. Meanwhile, the moral foundation of fairness may make an auditor more sensitive to the observance of rules, resulting in less subordination of judgment when a superior's views run contrary to professional rules. Social Identity Theory suggests that in-group favoritism may exacerbate subordination of judgment in general; however, strengthening an auditor's professional identity salience (PIS) could strengthen an auditor's objectivity. PIS is the temporary, heightened awareness of an auditor's identity as a professional and their role as guardian of professional rules. As a result, PIS may interact with an auditor's innate sense of fairness, resulting in less subordination of judgment than when professional identity is less salient. Results supported the hypothesis that auditors tend to subordinate their judgment to that of a superior, but not that PIS mitigates the effect of subordination of judgment. Results also supported the hypotheses that the moral foundations of loyalty-respect and fairness influence the tendency of auditors to subordinate their judgment to that of a superior. Specifically, auditors with higher levels of loyalty-respect were more likely to agree with a superior who suggested an incorrect accounting treatment than auditors with lower levels of loyalty-respect. Whereas, auditors with higher levels of fairness were less likely to agree with a superior who suggested an incorrect treatment than were auditors with lower levels of fairness. Therefore, this dissertation provides evidence that moral foundations bias professional judgment and decision making in auditing and calls for further research into the influence of moral heuristics.