Counterfeiting and piracy are serious problems in Taiwan. Recent changes in local laws and enforcement policies have sought to curb the problem, but these actions have failed to account for the inherent differences in the perceptions among young Taiwanese persons of purchase and/or consumption of counterfeit or pirated goods. Previous research had indicated that the primary drivers in this market of purchase intention for these products are education, ethicality, legality, quality, face consciousness, perceived harm to society, and the utility derived from consumption. The primary aims of this research were to compare and contrast these perceptions among undergraduate students in Taiwan using two independent surveys and to attempt to explain the variance in purchase intention that can be attributed to six of the seven drivers (utility excluded). While purchase intention and perceptions regarding some kinds of societal harm were found to be statistically equal, significant differences were discovered between students¡¦ attitudes toward counterfeiting versus piracy with regard to ethicality, legality, and the impact of these activities on innovation and the Taiwan economy. Additionally, there were marked differences between the amounts of variance in purchase intention explained by the six drivers and between the specific correlations of these drivers. Counterfeit goods¡¦ purchase intention correlated significantly with only three of the drivers, while pirated goods¡¦ purchase intention correlated with five, and with only partial overlap between the two. The findings of this study are thus concluded to be significant for the further development of research into the two areas.

This thesis examines the attitudes and justifications athletes have in regards to doping in sport, and specifically the current doping ban. A historical analysis of anti-doping policy development in Canada was completed to determine how the current anti-doping system operates in Canada. Semi-structured interviews were then conducted with retired and current members of the Women’s and Men’s Canadian National Volleyball Teams. Content analysis was used to analyze the interview transcripts and to draw out the resulting themes. From the interviews it emerged that the Canadian volleyball athletes participating in this study viewed the doping ban as a list of rules they must follow in order to remain eligible to compete. The athletes’ perspectives on the doping ban differ from the reasons historically and currently provided by anti-doping organizations, as the athletes participating in this study did not discuss values in their reasons for following the doping ban in sport.

This study explored the educational benefits of institutional efforts to internationalize education as perceived and experienced by domestic and international undergraduate students at Queen’s University in Kingston, Ontario, Canada. The intent of the study was to (1) understand the ways in which students reported benefiting from the range of programs and activities associated with Internationalization-at-Home initiatives, and (2) ascertain which of the three dominant internationalization frameworks (Global Competency, Academic Capitalism, and Academic Colonialism) likely inform the institutional practices experienced by these students. Using a social-constructivist approach, this qualitative study employed an inter-related set of data collection instruments and processes including a web-based survey, focus group interview, and document analysis. Senior undergraduate students from the faculties of Arts and Science, Applied Science and School of Business, participated in the study which was carried out in 2007. Four themes emerged from the analysis of data generated by the web-based survey and the focus group interview. Expressed as benefits to either the students and/or to the institution itself, these themes include: (1) a broadened knowledge and understanding of other nations, cultures, and global issues; (2) networking and the development of social and emotional skills; (3) the generation of revenue; and (4) contributing to the reproduction of Western knowledge. Overall, these themes collectively speak to the institution’s internationalization goals, and a measure of commitment to more than one internationalization goal, with less than a half of the student participants reporting that developing global competence was the main benefit derived. / Thesis (Master, Education) -- Queen's University, 2008-01-28 22:42:16.612

This thesis examines the attitudes and justifications athletes have in regards to doping in sport, and specifically the current doping ban. A historical analysis of anti-doping policy development in Canada was completed to determine how the current anti-doping system operates in Canada. Semi-structured interviews were then conducted with retired and current members of the Women’s and Men’s Canadian National Volleyball Teams. Content analysis was used to analyze the interview transcripts and to draw out the resulting themes. From the interviews it emerged that the Canadian volleyball athletes participating in this study viewed the doping ban as a list of rules they must follow in order to remain eligible to compete. The athletes’ perspectives on the doping ban differ from the reasons historically and currently provided by anti-doping organizations, as the athletes participating in this study did not discuss values in their reasons for following the doping ban in sport.

This study reconsiders cognitive development in planning theory, in order to expose the underlying cognitive framework through which academics communicate in planning literature. A cognitive framework develops over time and through experience within the minds of theorists and readers of planning theory. This framework forms the basis for orientation and interpretation of planning literature by the reader. This is illustrated by describing the various perspectives within planning theory and the connotations they have with different levels of theorising. The different perspectives involve the nature thereof, the history and its political conviction, underpinned by ideology. The different levels of theorising involve a framework which descends from thinking through to implementation and consists of a philosophical–, meta–theoretical– and a technical (tools) level. The problem is that the concept of a developed cognitive framework is rarely discussed in a constructive manner in planning literature. This proves to be the cause of confusion for students and other readers whom have not yet developed their own cognitive framework. An incomplete framework causes misconceptions from existing literature for example: the purpose of Faludi's book Planning Theory (1973). A discussion of this framework by academics could explain unresolved debates such as the substance and procedural debate and the normative theory versus the positive theory debate. The application of this framework proves that the political conflict in planning theory literature such as the more rational perspectives versus the more socio–political perspectives could be more constructive. Therefore this study argues that a cognitive framework could be determined by the general perspectives in planning literature together with different levels of theorising, and should become a constructive part of planning theory (debate) and education. Furthermore this study argues that if all perspectives are allowed to develop fully (non–competitive and attaining all different levels of theorising), connotations could be made on a meta–theoretical level to provide a proper cross range description of planning and provide a proper basis for comparison and would lead to more relevant and constructive debate(s). / Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2011.

This study reconsiders cognitive development in planning theory, in order to expose the underlying cognitive framework through which academics communicate in planning literature. A cognitive framework develops over time and through experience within the minds of theorists and readers of planning theory. This framework forms the basis for orientation and interpretation of planning literature by the reader. This is illustrated by describing the various perspectives within planning theory and the connotations they have with different levels of theorising. The different perspectives involve the nature thereof, the history and its political conviction, underpinned by ideology. The different levels of theorising involve a framework which descends from thinking through to implementation and consists of a philosophical–, meta–theoretical– and a technical (tools) level. The problem is that the concept of a developed cognitive framework is rarely discussed in a constructive manner in planning literature. This proves to be the cause of confusion for students and other readers whom have not yet developed their own cognitive framework. An incomplete framework causes misconceptions from existing literature for example: the purpose of Faludi's book Planning Theory (1973). A discussion of this framework by academics could explain unresolved debates such as the substance and procedural debate and the normative theory versus the positive theory debate. The application of this framework proves that the political conflict in planning theory literature such as the more rational perspectives versus the more socio–political perspectives could be more constructive. Therefore this study argues that a cognitive framework could be determined by the general perspectives in planning literature together with different levels of theorising, and should become a constructive part of planning theory (debate) and education. Furthermore this study argues that if all perspectives are allowed to develop fully (non–competitive and attaining all different levels of theorising), connotations could be made on a meta–theoretical level to provide a proper cross range description of planning and provide a proper basis for comparison and would lead to more relevant and constructive debate(s). / Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2011.

Class of 2013 Abstract / Specific Aims: In 2000 the Accreditation for Pharmacy Education began accrediting only pharmacy education programs that awarded an entry-level PharmD degree. The purpose of this study is to assess pharmacy faculty opinions concerning the transition to the all-PharmD degree as compared to post-baccalaureate PharmD degree. Methods: This study was a national survey of clinical pharmacy faculty attitudes and opinions toward training of clinical pharmacists. An email invitation was sent to participate in the survey and data was collected over a two month period. Questions included opinions on pharmacist’s ability to counsel patients, recommend drug therapy, make dosage adjustments, and solve problems based on their PharmD training among other questions. Demographic data was also collected. Wilcoxon Rank Sum tests were used to determine if significant differences were present between clinical faculty with either entry-level versus post-baccalaureate PharmD degrees with respect to opinions related to skills of entry-level PharmD pharmacists. Main Results: A total of 2798 individuals were sent email invitations to participate in the survey; 493 subjects started the survey of which 420 provided complete responses. All questions were scored on a five point scale from strongly disagree (1) to strongly agree (5) with a neutral option (3). Entry-level PharmD’s agreed that they are equally skilled to post-baccalaureate PharmD’s in conducting a physical exam (3.3 versus 2.9), recommending drug therapy (3.5 versus 2.9), identify problems in drug therapy (3.5 versus 3.0), and counseling patients (3.8 versus 3.5) than post-baccalaureate PharmD’s (P≤0.0022). Conclusion: Post-baccalaureate PharmD faculty are less likely to believe that entry-level pharmacists are similar to themselves with respect clinical services.

Edmund Gettier' s article Is justified true belief knowledge? raised substantial interest in the concept of epistemic justification, especially in Anglo-American epistemology. Discussions of the concept of epistemic justification form a large and varied field of study, covering a large number of related aspects. Not all these aspects are dealt with in this study. The distinction between 'structural' and 'perspectival' aspects is introduced as a theoretical tool to limit the scope of the study to covering only 'perspectival' aspects. These refer to aspects related to the perspective from which justification is carried out, i.e. whether it be from a first-person or from a third-person perspective. The first chapter gives a brief characterisation of the nature of epistemic justification, describing how it is related to the aim of maximising truth and minimising falsity. The concept of epistemic justification also has a normative character, defining justification in terms of blameworthiness. In the second chapter a concept of justification defined in terms of blameworthiness is discussed. A conception of justification construed along normative lines is properly termed 'deontological'. Criticism against such a conception centres around the problem of the voluntariness of belief. Two varieties of control over belief-formation, direct and indirect control, are discussed. A deontological conception of justification makes it possible for someone to be justified in holding a belief, even though the belief is false. For this reason some epistemologists reject justification defined in deontological terms. The discussion of the deontological conception of justification brings the main problem of first-person justification to the fore, i.e. how to determine, from such a perspective, whether one's belief-formation will lead to truth. Chapter 3 discusses the merit and problems of first-person justification in general. The matter of intersubjective principles as a means to achieve objective truth from a subjective perspective is investigated. The existence and nature of such principles are much-contested matters. Many epistemologists deny that such principles exist innately. However, without intersubjective, truthconducive rules that someone can appeal to, the possibility exists that someone's beliefs may constitute mere belief, in whatever way they are supported by the person's other beliefs. This compels some to reject subjective justification as a valid conception of epistemic justification. In chapter 4 'internalism', the most recent term for subjective justification, is discussed in comparison with internalism's main contemporary rival, 'externalism'. The different levels of internalism that result from different requirements set for someone's awareness of his justifiers are also discussed, as well as the relationship between internalism and deontology, and between internalism and truth. Chapter 5 deals with the main criticism that externalists level against internalism, i.e. that it creates an infinite justificational regress. Analysis of the structure of the internalist regress shows that a vicious regress is not involved. It is concluded that the notion of justificational perspective has to be incorporated into a theory of epistemic justification in order for such a theory to be able to deal with first-person epistemic situations. This also provides a strategy for accommodating immediate justifiers in an 'internalist' conception of justification without creating an infinite justificational regress. Furthermore it lays foundations for an internalismjexternalism integration theory. AFRIKAANS : Edmund Gettier se artikel getiteld Is justified true belief knowledge?, epistemiese het ongekende regverdiging belangstelling in veroorsaak, veral die in kwessie van die Engels- Amerikaanse kennisleer. Die bespreking van die begrip 'epistemiese regverdiging' vorm 'n bre~ studieveld wat 'n groat verskeidenheid verwante aspekte insluit. Al hierdie aspekte kon onmoontlik bespreek word in dié studie, daarom is 'n onderskeid getref tussen 'strukturele' aspekte en 'perspektiwiese' aspekte. Die omvang van die studie is daarvolgens beperk tot die bespreking van aspekte wat verband hou met die gesigspunt waaruit regverdiging plaasvind, dit wil se, hetsy dit uit 'n eerstepersoonsgesigspunt of uit 'n derdepersoonsgesigspunt plaasvind. In die eerste hoofstuk word 'n kort oorsig gegee van die aard van epistemiese regverdiging. Epistemiese regverdiging het die verkryging van waarheid en die vermyding van vals oortuigings as doelwit. Epistemiese regverdiging is ook normatief van aard, en dit maak 'n definisie daarvan in terme van blaam en aanspreeklikheid moontlik. In die tweede hoofstuk word só 'n definisie, wat bekend staan as 'n deontologiese opvatting van epistemiese regverdiging, bespreek. Die hoofbeswaar teen so 'n opvatting raak die vraagstuk of dit moontlik is om na willekeur beheer uit te oefen oor die verwerwing van oortuigings. Twee soorte beheer, direkte beheer en indirekte beheer, word bespreek. 'n Deontologiese opvatting van epistemiese regverdiging maak dit A moontlik vir iemand om geregverdig te wees om 'n oortuiging te he, selfs al is die oortuiging vals. Party epistemoloë verwerp die deontologiese opvatting vir hierdie rede. Die bespreking van die deontologiese opvatting bring die hoofprobleem van eerstepersoonsregverdiging na vore. Dit is hoe om uit 'n eerstepersoonsgesigspunt vas te stel of die manier waarvolgens 'n mens se oortuigings gevorm word, na waarheid sal lei. Hoofstuk 3 bespreek die probleme omtrent, en die meriete van, eerstepersoonsregverdiging in die algemeen. Die kwessie van intersubjektiewe beginsels, wat na veronderstelling 1 n persoon wat uit 'n subjektiewe gesigspunt te werk gaan, sal lei na waarheid, word ondersoek. Dat sulke beginsels bestaan en wat hulle aard mag wees, is sake wat baie bespreking uitlok. Baie epistemoloë ontken dat sulke aangebore beginsels bestaan. Sonder intersubjektiewe beginsels wat ook na waarheid lei, bestaan die moontlikheid egter dat iemand se oortuigings niks meer mag wees nie as blote oortuigings, ongeag hoe hulle ook al onderling saamhang. Op grond hiervan verwerp sommige epistemoloë die moontlike definisie van epistemiese regverdiging in terme van blaam en aanspreeklikheid. In hoofstuk 4 word 'internalismé , wat die jongste benaming vir subjektiewe regverdiging is, bespreek in vergelyking met 'eksternal1sme', wat internal1sme se kontemporêre teëvoeter is. Die verskillende vlakke van internalisme word bespreek. Hierdie vlakke ontstaan as gevolg van verskillende vereistes waaraan 'n persoon se bewustheid van die gronde van sy oortuigings gemeet word. Internalisme word ook bespreek in verwantskap met die deontologiese opvatting en in verwantskap met waarheid. In hoofstuk 5 kom eksternaliste se hoofbeswaar teen internalisme onder bespreking. Dit behels die bewering dat internalisme 'n oneindige regressie tot gevolg het. 'n Ontleding van die internalistiese regressie laat egter blyk dat die beswaar op 'n foutiewe veronderstelling rus. Die gevolgtrekking word gemaak dat dit noodsaaklik is om die kwessie van die gesigspunt waaruit regverdiging plaasvind in te sluit in 'n teorie van epistemiese regverdiging. Dit is noodsaaklik ten einde vir so 'n teorie om by vermoë te wees om ook eerstepersoons epistemiese situasies aan te spreek. Sodoende word 'n strategie daargestel waarvolgens direkte gronde van regverdiging in 'n internalistiese opvatting van epistemiese regverdiging ingesluit kan word, sonder om 'n oneindige regressie te veroorsaak. So 'n werkwyse lê ook grondslae vir die ontwikkeling van 'n teorie waarin internalisme en eksternalisme verenig kan word. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Philosophy / unrestricted

This dissertation focuses on exploring boys’ perspectives of masculinity and gender inequality before and after participating in the Hero Empathy Bystander Programme for Boys. The purpose of this research was to explore the impact of this programme in facilitating a change in boys’ perspectives of masculinity, attitudes to gender inequality and views on gender-based violence. The researcher conducted a qualitative study and used the social learning theoretical framework to gain insight into the boys’ perceptions as revealed in the focus-group discussions held with them before and after the intervention. Through thematic analysis the researcher was able to identify boys’ perspectives of masculinity, attitudes to gender inequality and views on gender-based violence before the intervention and change in these perceptions after the intervention. This research formed part of a larger study. The intervention was implemented in 2018 by Action Breaks Silence, a non-profit organisation. Participants in the intervention were Grade 5 boys from ten different primary schools in Soweto and Atteridgeville, South Africa. A research team from the University of Pretoria held focus-group discussions with ten of the Grade 5 boys in each school that participated in the intervention. The researcher of the present study analysed the focus group data collected before and after the intervention using the thematic analysis method in order to explore, identify and report on emerging patterns (themes). The results revealed that the boys’ communities, families and peers had influenced the development of their perceptions of masculinity, attitudes to gender inequality and views on gender-based violence. Further, the data obtained from the discussions held before the intervention indicated that the boys perceived themselves in a superior position, and having the power to impose their views on girls and demand obedience and compliance from women. After participation in the intervention, a noticeable shift was observed in their perceptions of gender roles and gender stereotypes and the inappropriateness of violence and aggression towards girls. Some behaviour change was noted in how boys related to girls. However, this change brought challenges; because they deviated from the traditional group norm of masculinity, their peer groups viewed them as outsiders. / Mini Dissertation (MA)--University of Pretoria, 2020. / HWSETA Postgraduate Bursary / Psychology / MA / Unrestricted

Purpose: There is very little documented evidence regarding the training of paediatric surgeons in South Africa since its inception as a formal speciality in 2007. This study aims to assess South African paediatric surgical trainees' perspectives regarding their training. Methods: A prospective study was conducted via an emailed electronic survey. The sample population included all current paediatric surgical trainees in South Africa. The questionnaire covered the trainees' demographics, exposure to different aspects of paediatric surgery, extent of after-hours clinical service, self - reported surgical competency and consultant supervision. Results: Forty one (95%) out of 43 trainees responded to the survey with 29 (71%) being female. Reported training deficits included lack of exposure to burn care in 12 trainees (30%), no urology exposure in 8 (20%), no paediatric trauma or minimally invasive surgery exposure in 6 (15%). Eighteen trainees (44%) reportedly worked more than 65 hours per week with clinical responsibilities being the biggest hindrance to attending academic teaching. Trainees were more comfortable performing open procedures compared to laparoscopic but most respondents felt adequately supervised. Conclusion: There exists a significant heterogeneity amongst the different training institutions with protected academic time and exposure to burns, urology and minimally invasive surgery remaining major obstacles in training.