The present study focused on employed parents with preschool children attending a licensed daycare centre. There were two purposes to this study: (1) to compare parental functioning in users of on-site and off-site daycare, and (2) to examine the relationship between child care variables and parental functioning. Sixty six employed parents with preschool children completed the study (48 mothers and 18 fathers). Parents were recruited from nine workplace daycare centres that serviced employees first (on-site group), and then community members (off-site groups). Measures assessing work attitudes, individual, family, and work-family functioning, child care variables, and demographic data were obtained twice over a span of six months. Parents in the on-site group also took part in a semi-structured interview at both assessment times. Results of multivariate analyses on the questionnaire data yielded no significant differences between users of on-site daycare and users of off-site daycare on any of the dependent variables at either assessment time and no group by time interaction. Content analyses of the interview data indicated that parents believe that on-site daycare helps them balance work and family responsibilities. According to parents, on-site daycare is convenient, it allows them to spend more time with their children, it reduces their travel time and work disruptions, increases their availability at work, and improve their work environment. However, data from these interviews also suggested that the quality of child care may be more important in helping parents balance work and family responsibilities than is the location of the centre. Multiple regression analyses on the questionnaire data further underlined the importance of child care in relation to parental functioning. The results indicated that having primary responsibility for child care and the experience of difficulties with child care was related to perceived stress and role overload. High levels of work-child care conflict were negatively related to parental satisfaction, and satisfaction with child care arrangement was positively related to parental satisfaction. Taken together, these findings underscore the importance of considering child care in the context of balancing work and family responsibilities.

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The aim of this thesis is to examine the existing data surrounding clients of prostitution. The thesis begins by establishing a theoretical basis that addresses the issues of sexuality and desire. The aim of this theoretical framework is to demonstrate that sexual desire is a social construct that varies over time and culture. Using this framework, the thesis goes on to explore the existing academic studies that have studied clients of prostitution. The information contained within these studies, for the sake of ease of analysis, was divided into two categories, which form the next two chapters of the thesis. These are; demographic composition, and; motivation for purchase. Although this thesis could draw no definite conclusions surrounding the propensity of particular demographic groups of men to be more apt to purchase sex, numerous issues were raised that merit further study. These include; the influence of male hegemony upon the propensity to purchase sex; the interconnection of power and control with sexual desire; and the current lack of information surrounding links between particular motivations and particular demographic groups.

A partir d'une etude ethnomethodologique, la these se propose d'etudier la structuration du temps de quatre familles de la region de la capitale nationale a travers leurs habitudes d'ecoute electronique. Les significations d'usages et la valeur symbolique du temps consacre aux medias domestiques sont mises en evidence a l'aide de categories analytiques portant sur la sequence, frequence, duree, rythme et planification de l'ecoute televisuelle. Les conclusions generales semblent indiquer que l'ectoute televisuelle est, d'une part, en opposition avec le temps considere productif et d'autre part, propice a la creation de routines et rituels repetitifs. Les roles sociaux de genre ainsi que les ecarts generationnels sont indicatifs des differentes experiences du temps et de l'espace au foyer.

This dissertation investigates the role of early time use socialization on social class reproduction and status attainment. I investigate the relationship between parents' class position and children's early (ages 6-12) time use patterns based on Lareau's (2003) discussion of different parenting styles across social classes. Contrary to Lareau's findings about the aversion middle class parents have to television, I find that children of more educated parents spend more time watching television than children of less educated parents, except on Fridays. Similar to Lareau's findings about increased homework time with parental education, I find that more educated parents' children spend more time doing homework than children of less educated parents, except on Fridays. This significant decline in both television and homework time on Fridays suggests that more educated parents' children trade these two activities for other activities. I also find that the traditional way of calculating the weekly time spent on a given activity ((weekday time*5)+(weekend time*2)) assumes that each day is identical (Hofferth & Sandberg, 2004), and overlooks the differences in within weekdays and weekends days, respectively. In addition, I find that controlling for type of diary reporter (adult vs. child) introduces a possible reporter bias related to the un/desirability of certain activities.

Submitted to the Faculty of Education in Fulfilment of the requirements for the Degree of MASTER OF EDUCATION in the Department of Philosophy of Education, University of Zululand, 1991. / This study is conducted within the Department of Philosophy of Education. The researcher established that there are two rival claims in so far as the role of the school is concerned. We live at a time where there is a great talk on the rights, needs and interests of the individual. Such talks are more often than not, founded on a big caption of individual autonomy or in¬dividual freedom. As the position of the individual is exalted, schools are also blamed for failing to enhance the status of the individual. The second claim is that of the role of the school and society. In this regard the school is merely seen as an agency or instrument for a society. Its task should therefore be centered around preparing individuals for com¬munity service. The researcher is therefore advocating that neither side should be afforded predominance over the other. To this end, the school should be seen as an institution that should help bring about harmony between individual autonomy and responsible citizenship. In order to confirm the supposition on "a Focus on the Pedagogical relevance of the school in harmonizing education for individual autonomy with responsible citizenship: Implica¬tions for a school curriculum", the researcher stated his problem in a question form like this: Can a school manage to bring about harmony between individual autonomy and responsible citizenship? What curriculum can be envisaged if a compromise between individual freedom and citizenship is reached? Methods of research included, among other things, discussions with members of the public like parents. The researcher intended to find out how parents feel about the role and the contribution that is made by schools. Some members of the parent—community were also interviewed. Certain key figures in the society, at schools, universities, technikons and colleges of education were also interviewed on the role that could be played by the school in bringing about a compromise between individual autonomy and responsible citizenship. Teachers of high schools and senior secondary schools were requested to fill in a questionnaire. Through literature review, discussions, interviews and empirical investigation, the researcher found that most people believe that the question of the pedagogical relevance of the school in bringing about harmony between education for in¬dividual autonomy and responsible citizenship has to do with an aim of education. Briefly, it hinges on what children will become after they have completed schooling. Both parents and teachers agreed that the school can¬not be solely held responsible for the education of children. It was then suggested that the school should work in close contact with the parent com¬munity. Aims and purposes of education should be decided by both parents and teachers. The researcher also found that teachers and parents agreed that there is nothing like absolute individual autonomy. For this reason, there is therefore a general consensus that proper education is the one that prepares pupils to live both as worthy individuals and as responsible citizens. An individual in this study was viewed as a person with his own needs, wants, interests, rights and wishes which need not be suppressed at the expense of those of a society. On the other hand a responsible citizen was seen as a person who does not only live for himself, but for other people as well. The researcher then concluded that in executing their ped¬agogic tasks, both teachers at school and the parent community should real¬ize that the needs of an individual and those of a society are interdepen¬dent. There must be harmony between the needs of an individual and those of a society. The school must therefore not only inculcate a spirit of in¬dividualism in pupils but also a spirit of community service. Lastly, the researcher recommended that since the school curriculum dic¬tates what children will become when they have finished schooling, it therefore needs serious attention. It is therefore recommended that a school curriculum should be designed in such a way that it encompasses both the needs of learners and those of their societies. There is therefore a need for further research on the needs of learners and those of their societies. The school curriculum should not only be designed by a selected few. Teachers, members of the public, the private sector, and if possible, students, should all be consulted before a school curriculum is designed. / BP South Africa Pty (Ltd) and the University of Zululand

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