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The anticipated risk of job loss and material insecurity are related to fertility postponement in the same way as unemployment is. Given the sequential nature of fertility and occupational decisions, unfavorable working conditions should be resolved before having children, and result in an increase in people's assignment of importance to paid work when developing their childbearing plans. We aim to demonstrate this link, focusing on perceived employment and material insecurity, the importance assigned to paid work in forming fertility intentions, the construction of fertility intentions, and their realization. Using two waves of the Austrian Generations and Gender Survey, we apply probit regressions to analyze gender variations in the associations between uncertainty conditions, the importance of paid work, fertility intentions and behavior. Results reveal that work and related benefi ts become salient when they are insecure, and that material insecurity among men discourages childbearing. For women, we find support for the hypothesis that the anticipated risk of job loss inhibits the realization of fertility intentions - intentions which are less likely to be constructed under such conditions from the onset of family planning processes.

Nowadays, switching to plug-in hybrid electric vehicles (PHEVs) is a promising way to reduce energy consumption and greenhouse gas (GHG) emissions. This research aims to explore consumers’ attitudes towards adopting PHEVs in the City of Winnipeg. The study attempts to identify social-technical factors affecting car buyers’ intention to purchase PHEVs, along with how attitudes, knowledge and experience affect preference for PHEVs. A further discussion of the Theory of Planned Behavior (TPB) will justify the linkage between attitudes, subjective norms, perceived behavioral control and purchase intentions. Questionnaires were distributed to two groups of people: an expert group familiar with or having experience with electric vehicles and a non-expert group with less knowledge about electric vehicles. Given issues of charging infrastructure and driving range, these vehicles have the potential to alter the urban landscape. Results of the study are expected to provide insight into effective public policy options and PHEV adoption/acceptance by car buyers. / February 2017

The thesis examines the speeches and debates in the Australasian Federation Conference of 1890, and the Australasian Federal Conventions of 1891 and 1897-8 for the purpose of establishing what the framers of the Commonwealth Constitution understood to be the meaning and purpose of the individual sections of the Constitution upon which they were called upon either to support or oppose. The particular matters involved in the examination are the manner and form in which the principles of responsible government were incorporated into the constitution, and the relationship of these principles to the powers of the Senate; the crisis in the 1891 Convention in relation to the powers of the Senate over money bills; the significance of the difference in composition of the Convention of 1891 compared with that of 1897-8; the significance of the classification of the Constitution as an indissoluble federation under the Crown; the principles of responsible government and the provisions of s.57 in the context of the deadlock over Supply in 1975; the meaning and purpose of s.41 preserving the rights of voters qualified to vote in State elections for the lower Houses, and the misconceptions in relation thereto the position of aborigines under the Constitution; the meaning and purpose of the special laws power in the light of the 1967 Constitutional referendum, and its interpretation bU the High Court in the Hindmarsh Island Bridge case; the relationship of the intentions of the framers of the Constitution to the interpretation bu the High Court of the Financial Clauses of the Constitution, and the provisions of s.92; and the meaning and purpose of the external affairs power, and the corporations power as understood bu the framers of the Constitution.

The thesis examines the speeches and debates in the Australasian Federation Conference of 1890, and the Australasian Federal Conventions of 1891 and 1897-8 for the purpose of establishing what the framers of the Commonwealth Constitution understood to be the meaning and purpose of the individual sections of the Constitution upon which they were called upon either to support or oppose. The particular matters involved in the examination are the manner and form in which the principles of responsible government were incorporated into the constitution, and the relationship of these principles to the powers of the Senate; the crisis in the 1891 Convention in relation to the powers of the Senate over money bills; the significance of the difference in composition of the Convention of 1891 compared with that of 1897-8; the significance of the classification of the Constitution as an indissoluble federation under the Crown; the principles of responsible government and the provisions of s.57 in the context of the deadlock over Supply in 1975; the meaning and purpose of s.41 preserving the rights of voters qualified to vote in State elections for the lower Houses, and the misconceptions in relation thereto the position of aborigines under the Constitution; the meaning and purpose of the special laws power in the light of the 1967 Constitutional referendum, and its interpretation bU the High Court in the Hindmarsh Island Bridge case; the relationship of the intentions of the framers of the Constitution to the interpretation bu the High Court of the Financial Clauses of the Constitution, and the provisions of s.92; and the meaning and purpose of the external affairs power, and the corporations power as understood bu the framers of the Constitution.

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In Sweden there is a growing interest among teachers to locate teaching outdoors. This is linked to beliefs about the potential for outdoor environments to reinforce learning, since the encounter with nature becomes more holistic. Outdoors, all the senses are involved in knowledge-building and activity experiences. According to previous research, outdoor learning can lead to reinforcement between learning domains and provide a bridge to higher order learning.   This thesis, comprising two papers, will focus on teachers’ intentions and educational objectives with outdoor learning, and how these educational objectives are implemented in outdoor activities. The alignment between teachers’ predefined objectives and the types of knowledge and cognitive processes reflected in the outdoor activities are also investigated. Semi-structured interviews, including descriptions of successful activities and reflections on metaphors and observations, were used to collect data. The interview transcripts were analysed using Halldén’s theory of intentional analysis to identify teachers’ intentions when locating learning outdoors.  Teachers’ objectives in the cognitive domain were further analysed by Bloom’s revised taxonomy.  The teachers have a range of reasons for outdoor learning, including pursuing theoretical knowledge through experience-based learning, exploring real objects using multiple senses, stimulating positive feelings towards nature, and promoting collaboration. The main intention of arranging outdoor learning is to create an alternative learning arena as an important complement to classroom learning, contributing values to students’ learning process. The teachers use a diverse set of outdoor activities. The findings included a typology of four teacher types: one values affective and social objectives and promotes activities to understand factual knowledge, another type stresses activities intended to gain procedural knowledge and emphasizes application of practical tasks. The other two teacher types primarily focus on cognitive objectives, partly to reinforce conceptual knowledge, and partly to deepen understanding or improve strategies to enhance meta-cognitive knowledge. The degree of alignment between intended objectives and performed activity is higher among teachers promoting affective and social goals alongside meta-cognitive and analytical understanding, than teachers who use outdoor activities mainly to reinforce conceptual knowledge. The thesis shows that there is a range of possible learning goals in outdoor education and that teachers are guided by what they value and how they perceive learning. / I Sverige finns ett växande intresse bland lärare att förlägga undervisning utomhus. Detta är kopplat till föreställningar om utomhusmiljöns potential för att stärka lärandet, eftersom mötet med naturen blir mer holistisk. Utomhus är alla sinnen involverade i kunskapsuppbyggnad och erfarenheter genom aktivitet. Enligt tidigare forskning kan lärande utomhus leda till förstärkning mellan lärandedomäner och ge en överbryggning till mer komplext lärande. Denna avhandling, bestående av två delstudier, fokuserar lärarnas avsikter och pedagogiska mål med lärande utomhus och hur dessa pedagogiska mål genomförs i utomhusaktiviteter. Vidare undersökts överensstämmelse mellan lärarnas fördefinierade mål och de typer av kunskap och kognitiva processer som avspeglas i utomhusaktiviteterna. Semi strukturerade intervjuer, vilka inkluderade beskrivningar av framgångsrika aktiviteter och reflektioner kring metaforer samt observationer har användes för att samla in data. Intervju transkripter har analyserats med hjälp av Halldéns teori om intentionell analys för att identifiera lärarnas intentioner med att förlägga lärande utomhus. Lärarnas mål i den kognitiva domänen har analyserats vidare med Blooms reviderade taxonomi. Lärarna har en rad anledningar till lärande utomhus, vilka inkluderar att utöva teoretiska kunskaper genom upplevelsebaserat lärande, att utforska verkliga objekt med hjälp av flera sinnen, att stimulera positiva känslor för naturen, och främja samarbete. Det huvudsakliga syftet med att arrangera utomhuslärande är att skapa en alternativ lärandearena som ett viktigt komplement till klassrumsundervisningen, vilket bidrar till värden i elevernas inlärningsprocess. Lärarna använder en mängd olika utomhusaktiviteter. Resultaten innehåller också en typologi av fyra lärartyper: en som värden affektiva och sociala mål och främjar aktiviteter för att förstå faktakunskap, en annan typ betonar aktiviteter som syftar till att få formella kunskaper och understryker tillämpning av praktiska uppgifter. De andra två lärartyperna fokuserar främst kognitiva mål, dels för att stärka konceptuella kunskaper, dels för att fördjupa förståelsen eller förbättra strategier för att förbättra meta-kognitiv kunskap. Graden av överensstämmelse mellan avsiktliga mål och utförda mål genom aktivitet är högre bland de lärare som främjar affektiva och sociala mål liksom meta-kognitiv och analytisk förståelse, än de lärare som använder utomhusaktiviteter främst för att förstärka konceptuella kunskaper. Avhandlingen visar att det finns en rad möjliga lärandemål i utomhusundervisning samt att lärarna styrs av vad de värderar och hur de uppfattar lärande.

<p>In this dissertation, I examine at the aggregate and individual levels, why contemporary fertility preferences diverge from actual fertility. I use three waves of cross-sectional survey data from the National Family Health Surveys from India (also known as the Indian Demographic and Health Surveys), fielded in 1992-3, 1998-9 and 2005-6 to investigate the disjuncture between preferences and behavior. The first empirical chapter outlines and operationalizes a new framework to decompose the incongruence between stated preferences and actual fertility into a set of parameters, such as unwanted births, gender preference and postponement of births to later ages, each of which varies in its level and intensity between societies and over time. By delineating the societal constraints that women do not incorporate in their childbearing intentions, this model provides a useful framework to explain variability in fertility in contemporary intermediate- and low-fertility populations. Equally important, the framework provides avenues to enquire into the fundamental structural and cultural correlates producing differences between family size preferences and actual fertility.</p><p>Subsequent empirical chapters explore various aspects of fertility preferences in detail. The second chapter probes a key socioeconomic correlate of individual-level fertility preferences, namely educational differences in preferences. In brief, I find that educational differences in family size preferences have considerably converged over time using two-way fixed effects models. However, there is still considerable heterogeneity in the implementation of preferences (as manifested by the use of contraception). Accordingly, in the third chapter, I analyze the multilevel sources of variation in the use of contraception by young women, given that they express a preference to space or stop childbearing. Using multilevel models, I find that community norms play a strong role in the use of contraception by young women to meet their fertility preferences to space or stop childbearing. I argue that community norms are an influential determinant of young women's ability to regulate their own fertility - serving to enhance or constrain their use of contraception to either space or stop childbearing. </p><p>Overall, findings from this dissertation highlight the macro-level factors that explain variation in contemporary fertility, of which fertility preferences emerge as a critical parameter. This dissertation also illuminates the growing convergence of fertility preferences across socioeconomic categories, while focusing attention on local community forces that influence fertility behavior even in the face of women's stated preferences.</p> / Dissertation

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