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Relationships between parenting styles practiced in individuals' families of origin and the measurement of individuals' spiritual maturity in adulthood were studied. Relationships between gender and the authoritative (facilitative) parenting style comprised the main focus of the study. Participants for this study were recruited from a large, non-denominational Christian church located in north Texas. A total of 300 individuals were randomly selected. A total of 160 individuals filled out the demographic sheet, the Parental Authority Questionnaire (PAQ), and the Spiritual Assessment Inventory (SAI). Canonical correlation procedures were performed among the set of SAI scales measuring individuals' spiritual maturity (awareness, instability, grandiosity, realistic acceptance, disappointment, and impression management) and the set of PAQ scales that measure parenting styles (authoritative or facilitative, authoritarian, and permissive) of mothers and fathers. Conclusions about female and male students raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were varied. Female adults raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were not correlated in a positive manner with spiritual maturity. Male adults raised in homes characterized by fathers with an authoritative (facilitative) parenting style demonstrated significance at only a large observed p value and therefore, could not be reported. Male students raised in homes characterized by mothers with an authoritative (facilitative) parenting style were correlated significantly with spiritual maturity in one correlation at the .04 level of significance. In another correlation, at the .003 level of significance, male adults raised in homes characterized by mothers with an authoritative (facilitative) parenting style were not correlated. Some cautions were discussed regarding the findings, and directions for future research on parenting styles and spiritual maturity were discussed.

<p>Föräldrar kan ha olika typer av uppfostringsstil gentemot sina barn: auktoritär, auktoritativ och släpphänt. Den auktoritativa föräldrastilen har enligt tidigare forskning visat sig påverka sannolikheten för hög empati hos barnen. Syftet med denna studie var att undersöka betydelsen av olika föräldrastilar för individens empatiska förmåga. En enkätstudie utfördes med en kombination av ett mätinstrument för föräldrastilar, <em>Parental Styles Dimensions Questionnaire (PSDQ) samt en för empati, <em>A Questionnaire Measure of Emotional Empathy (QMEE). Deltagarna var 191 gymnasiestudenter från tre olika skolor i Mellansverige. Resultatet visade att föräldrastil har betydelse för empati, men endast den auktoritativa föräldrastilen visade sig ha ett signifikant samband med empati, särskilt hos män. Detta tolkades som att ju mer auktoritativa föräldrarna är desto mer sannolikt är det att barn har en hög nivå av empati. </em></em></p>

Föräldrar kan ha olika typer av uppfostringsstil gentemot sina barn: auktoritär, auktoritativ och släpphänt. Den auktoritativa föräldrastilen har enligt tidigare forskning visat sig påverka sannolikheten för hög empati hos barnen. Syftet med denna studie var att undersöka betydelsen av olika föräldrastilar för individens empatiska förmåga. En enkätstudie utfördes med en kombination av ett mätinstrument för föräldrastilar, Parental Styles Dimensions Questionnaire (PSDQ) samt en för empati, A Questionnaire Measure of Emotional Empathy (QMEE). Deltagarna var 191 gymnasiestudenter från tre olika skolor i Mellansverige. Resultatet visade att föräldrastil har betydelse för empati, men endast den auktoritativa föräldrastilen visade sig ha ett signifikant samband med empati, särskilt hos män. Detta tolkades som att ju mer auktoritativa föräldrarna är desto mer sannolikt är det att barn har en hög nivå av empati.

The purpose of this study was to investigate the relationship of parenting style, home-based involvement, parents’ educational expectations and pre-literacy readiness. Sixty-two preschool children and his or her parent or guardian participated in this study of: 1) The relationship between parenting style and pre-literacy readiness of Black children enrolled in Head Start programs; 2) The relationship between parents’ educational expectations of Black children enrolled in Head Start programs and preliteracy readiness; 3) The relationship between home-based involvement of Black parents and levels of pre-literacy readiness of their children enrolled in Head Start programs; and 4) The relationship between the predictor variables (i.e., parenting style, parental homebased involvement, and parents’ educational expectations) and pre-literacy readiness of Black children enrolled in Head Start programs. Data were obtained from a Parent Survey that was administered to parents of children who attended Head Start Centers. Child participants were also administered pre-literacy assessments. A series of correlation and multiple regression analyses were conducted to answer the four research questions in this study. Overall, all correlation and multiple regression analyses lacked significant results. None of the predictor variables had more of an influence on pre-literacy readiness variables. Despite the lack of significance, the results of this study contributes to the literature that supports that Black parents do have high expectations for their children and are engaging in activities at home with their children, whether it’s the primary caregiver (e.g., mother) or another person in the immediate or extended family (e.g., father, grandparents, uncle, boyfriend). These results further support the notion that Baumrind’s parenting style constructs may not generalize across other cultural and economical contexts. Future research is needed to determine the generalizability of these parenting style constructs across other ethnic minority and cultural groups. Practical implications of this study suggest that prevention and early intervention practices are two essential components in improving the learning outcomes of young minority children from less privileged backgrounds.

The purpose of this study was to determine the existence and extent of the relationship of coaching styles and adolescent athletes in terms of Self Determination Theory (SDT). Specifically, this study adapted Baumrind’s parenting styles of authoritative, authoritarian, and permissiveness to coaching styles and examined the relationship between each coaching style and the tenets of SDT, namely competence, autonomy, and relatedness. This study also examined the effect of the number of years an athlete participated in a chosen sport, the number of years played on a specific team, and the number of years played for a particular coach. The sample consisted of 194 Brigham Young University students who had participated in either club or high school level sports for at least one year while in high school. Study participants completed the Basic Needs Sports Satisfaction Scale (BNSSS) and a sports-adapted version of the Parenting Authority Questionnaire (PAQ). Results from block entry method linear multi-regression analysis suggested Baumrind’s Parenting Typology could in fact be successfully applied to adolescent sports and that coaching style could impact athletes’ levels of perceived autonomy, and competence. Results revealed that an authoritative coaching style was a significant predictor of athlete autonomy and competence while an authoritarian coaching style was a significant negative predictor of athlete autonomy levels. Results hold practical implications for coaches, athletes, parents, and league administrators.

Since social networks (SNs) have become a global phenomenon in almost every industry, including airlines and banking, their security has been a major concern to most stakeholders. Several security techniques have been invented towards this but information security awareness (hereafter “awareness”) remains the most essential amongst all. This is because users, an important component of awareness, are a big problem on the SNs regardless of the technical security implemented. For SNs to improve on their awareness techniques or even determine the effectiveness of these security techniques, many measurement and evaluation techniques are in place to ascertain that controls are working as intended. While some of these awareness measurement techniques are inexpensive, effective and efficient to some extent, they are all incident-driven as they are based on the occurrence of (an) incident(s). In addition, these awareness measurement techniques may not present a true reflection of awareness, since many cyber incidents are often not reported. Hence, they are generally adjudged to be post mortem and risk-permissive. These limitations are major and unacceptable in some industries such as insurance, airlines and banking, where the risk tolerance level is at its lowest. This study therefore aims to employ a technical method to develop a non-incident statistics approach of measuring awareness efforts. Rather than evaluating the effectiveness of awareness efforts by the success of attacks or occurrence of an event, password cracking is presented and implemented to proactively measure the impacts of awareness techniques in SNs. The research encompasses the development and implementation of an SN – sOcialistOnline, the literature review of the past related works, indirect observation (available information), survey (as a questionnaire in a quiz template), and statistical analysis. Consequently, measurement of awareness efforts is shifted from detective and corrective paradigms to preventive and anticipatory paradigms, which are the preferred information security approaches going by their proactive nature. / Engineering, Science & Technology / D. Phil (Computer Science)

In this research, the teaching styles of one biology teacher in each of three high schools in Rwanda are investigated. The purpose of the research is to find out how the adopted biology teaching styles impact on the teacher-student interaction and on the student‟s learning of biology in Kigali City in Rwanda. This research is descriptive and it is conducted in the qualitative research paradigm. The research approach used is a case study in three state and subsidised high schools. The research methods included interviews with six students and three teachers, classroom observations of three biology lessons per teacher and field-notes. The Rwandan education system has introduced a new approach to teaching i.e. the learner-centred pedagogy through an associative teaching style. In high schools, this new approach was first implemented in the school year 2011 but this implementation has been constrained by the scarcity of resources. Furthermore, some biology teachers, at the start of 2011, were not yet informed by educational authorities about the implementation of the learner-centred pedagogy. Thus, this research shows that some biology teachers are still using the teacher-centred approach; this is the case for Mr. Odumbe, whose teaching style is dominated by the transmissive approach, or the case of Mr. Kaggwa, whose view is that the educational authorities encourage the transmissive method of teaching. Even though the learner-centred pedagogy is encouraged because it fosters lasting knowledge and easy application of knowledge acquired in everyday life, the group work approach to teaching has been poorly managed and did not achieve desired results where it was used during this research. The participating biology students and teachers see the learner-centred pedagogy as slowing down the progression of teaching the content matter while the national examination covers the whole curriculum content. Therefore, although teachers were using different teaching approaches, once they are asked which approach they can choose to use, both students and teachers prefer to continue to use the teacher-centred approach in order to meet the content outcomes required in the national examination. Another result was that all participating students found their teachers supportive and nurturing and research is encouraged by all teachers regardless of their dominating teaching styles.

Since social networks (SNs) have become a global phenomenon in almost every industry, including airlines and banking, their security has been a major concern to most stakeholders. Several security techniques have been invented towards this but information security awareness (hereafter “awareness”) remains the most essential amongst all. This is because users, an important component of awareness, are a big problem on the SNs regardless of the technical security implemented. For SNs to improve on their awareness techniques or even determine the effectiveness of these security techniques, many measurement and evaluation techniques are in place to ascertain that controls are working as intended. While some of these awareness measurement techniques are inexpensive, effective and efficient to some extent, they are all incident-driven as they are based on the occurrence of (an) incident(s). In addition, these awareness measurement techniques may not present a true reflection of awareness, since many cyber incidents are often not reported. Hence, they are generally adjudged to be post mortem and risk-permissive. These limitations are major and unacceptable in some industries such as insurance, airlines and banking, where the risk tolerance level is at its lowest. This study therefore aims to employ a technical method to develop a non-incident statistics approach of measuring awareness efforts. Rather than evaluating the effectiveness of awareness efforts by the success of attacks or occurrence of an event, password cracking is presented and implemented to proactively measure the impacts of awareness techniques in SNs. The research encompasses the development and implementation of an SN – sOcialistOnline, the literature review of the past related works, indirect observation (available information), survey (as a questionnaire in a quiz template), and statistical analysis. Consequently, measurement of awareness efforts is shifted from detective and corrective paradigms to preventive and anticipatory paradigms, which are the preferred information security approaches going by their proactive nature. / Engineering, Science and Technology / D. Phil (Computer Science)

Western society has undergone a major developments in human values, social norms and the degree of tolerance to various manifestations of human behavior after the World War II. and this development naturally continues until today. With this is connected a permissive society, society with so free normative structure, that it tolerates almost all kinds of social behavior. For some people is exaggerated liberality harmful and threatens normative system and values asociated with moral decline. The thesis will be about permissiveness and tolerance to some kinds of people's action in Czech republic. At the very beginning of the theoretical part I will explain the basic concepts. Then I'll make a probe into the past and explain social revolution which led to formation of permissive society with all important causes. After that I'll focuse on main symptoms of permissive society. Theoretical part will be ended by historical look at the conditions for permissiveness in post-war Czech. In analytical part I will use data from European values study, my based on that quantitative research from year 2014 and other available data. There will be general anaylisis about development of permissivenes since 1991 till today. My 2014 data will be also used in more detailed analysis using sociodemographic characteristics. Powered...