The purpose of this study is to explore Muslims’ parenting styles and determine how factors such as religion, education, income, physical and verbal punishment experienced as a child, and the perception of Islamic childrearing influence their parenting styles. The research focuses on the main tenets of parenting in the Islamic tradition such as fatherhood, motherhood, children’s and parent’s rights and responsibilities, discipline methods, and physical punishment. The study also informs the role of marriage in Islam and the adopted concepts and theories of Western sociological literature. Findings show that authoritative parenting was the most predominant parenting style among study participants. The study also revealed that those who frequently read the Qur’an tended to be less authoritarian. Parents that experienced physical punishment as a child and who think Islam allows spanking were more likely to sponsor an authoritarian parenting style. The study findings provide insights into the complex roles of religion and parenting in Muslim groups.

Organizations rely on their training departments to deliver adequate training for effective use of knowledge on the job to new and tenured employees. The transfer of learned knowledge and skills yields many positive outcomes for the employees, the trainers, and the organization as a whole. Such outcomes include improved productivity and efficiency, increased morale, work enjoyment, improved customer service, and improved shareholder satisfaction. In order to achieve these outcomes, training departments must employ skilled training personnel knowledgeable about curriculum design and creative with training delivery and learning environments. These requirements implementation will depends heavily on the experience level of training professionals. Training professionals need to understand their own learning styles and how to appropriately utilize strategies to target the various learning styles that exist in the classroom. Instructors must constantly monitor the learning environment and be able to make immediate changes to meet the needs of the participants when necessary. Participants themselves play an integral role in the effective transfer of learning from the classroom to the job. Learners’ backgrounds, life experiences, and motivation to learn are important considerations for designing a positive learning experience. When training programs cater to learners’ preferred learning styles with an appropriate learning environment in mind, the instructor, the learner, and the organization reap numerous benefits. More specifically, when learners’ learning styles are supported by their instructors’ teaching styles, the overall learning experience becomes optimized to the benefit of all stakeholders.

No description available.

Training is a vital link between idle or inadequately used software and software seen as a tool. Education can take many forms such as self exploration, CAI, manuals, and formal class room training. The introduction of a computer to a system interjects complex interactions between the computer user and his work environment. Research in this area has been performed by such disciplines as MIS, education, and psychology. A fundamental purpose of this research is to study the interaction of such user variables as cognitive style, demographics, and reading to variables from education and psychology such as advanced organizers, reinforcement, and document layout.

No description available.

This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]

No description available.

The foundation for this study is based on prior research (Sproles & Sproles, 1990) that determined that learning styles are significantly related to consumer decision-making styles. Decision making involves a process of cognitive learning. Since the study was published, other studies have investigated these consumer decision-making styles. However, no additional studies have further investigated the relationship between learning styles and consumer decision-making styles for college students, especially first-year, first semester college students. Numerous studies have documented that students enter college as consumers but may lack basic knowledge and skills to make consumer decisions and avoid potential debt. The focus of the current study was to determine whether a relationship exists between beginning college students' self-reported mind styles, consumer decision-making styles, and shopping habits. To investigate this relationship, a purposive sample was targeted consisting of first-year, first semester college students. Three instruments were administered: the Gregorc Style Delineator, the Consumer Styles Inventory, and a Demographic Survey. A Chi-Square Test of Independence showed that there is a significant relationship between gender and self-reported shopping habits. Females tend to self-report purchases of clothing more frequently than males. Males tend to self-report purchases of food away from home and gas/auto expenses more frequently than females. No significant relationship was found between students' perception of family income and self-reported shopping habits, suggesting that these students purchase consumer goods frequently regardless of their perceived family income. A Chi-Square Test of Independence also revealed a significant relationship between gender and self-reported, dominant, Gregorc mind styles. Females were more likely than males to self-report their dominant mind styles as Abstract Random. Males were more likely than females to self-report their dominant mind style as Concrete Random. Although the current study's results did not support multiple consumer decision-making styles from previous studies using the Consumer Styles Inventory, an exploratory factor analysis revealed one, overall consumer decision-making style, Recreational/Hedonistic. A Mann-Whitney Rank Sum Test showed that there is a significant relationship between gender and the Recreational/Hedonistic consumer decision-making style. Females tend to be more recreational shoppers than males. A summary, discussion of the results, and recommendations for further research, practice, policy, and families are proposed. / Ph. D.

Nursing in South Africa has become a difficult and stressful profession. Nurses are faced with many challenges on a daily basis, including; heavy workloads, shortages of staff, lack of resources and reduced managerial support (Von Holdt & Murphy, 2007). The demands of their job exceed the resources they have to cope with, which in turn, leads to conflict, which ultimately affects their wellbeing. The objective of this is research is to investigate the most and least employed conflict handling styles of nurses in public hospitals and to investigate the relationship between job demands, job resources and the different conflict handling styles, among nurses in public hospitals. A cross-sectional survey design was used. A convenience sample of nursing staff (N=205) was taken from three different public hospitals on the West Rand area in the Gauteng province. The following scales were used in this study: Rahim‟s Organisational Conflict Inventory (ROCI-II) and a self-developed job characteristics questionnaire. Descriptive statistics, Cronbach Alpha Coefficients and inferential statistics such as; MANOVAS, ANOVAS, product-moment correlations and standard regression analysis were used to analyse the data using the SPSS programme. The results indicated that nurses used the integrating style most frequently and used the dominating style least when dealing with a conflict situation. Furthermore, time demands, crisis management and colleague support predicted an avoiding style; while, workload, time demands, job security, feedback and colleague support predicted the use of an integrating style. The obliging conflict handling style was predicted by time demands and payment; workload, crisis management and payment predicted the use of a dominating style and finally, colleague support predicted the use of a compromising style. Further discussion and recommendations were made for future research and for the nursing profession in general. One of the recommendations is that a model can be constructed to help prevent or reduce conflict within public hospitals. / MCom (Labour Relations Management), North-West University, Potchefstroom Campus, 2014

Nursing in South Africa has become a difficult and stressful profession. Nurses are faced with many challenges on a daily basis, including; heavy workloads, shortages of staff, lack of resources and reduced managerial support (Von Holdt & Murphy, 2007). The demands of their job exceed the resources they have to cope with, which in turn, leads to conflict, which ultimately affects their wellbeing. The objective of this is research is to investigate the most and least employed conflict handling styles of nurses in public hospitals and to investigate the relationship between job demands, job resources and the different conflict handling styles, among nurses in public hospitals. A cross-sectional survey design was used. A convenience sample of nursing staff (N=205) was taken from three different public hospitals on the West Rand area in the Gauteng province. The following scales were used in this study: Rahim‟s Organisational Conflict Inventory (ROCI-II) and a self-developed job characteristics questionnaire. Descriptive statistics, Cronbach Alpha Coefficients and inferential statistics such as; MANOVAS, ANOVAS, product-moment correlations and standard regression analysis were used to analyse the data using the SPSS programme. The results indicated that nurses used the integrating style most frequently and used the dominating style least when dealing with a conflict situation. Furthermore, time demands, crisis management and colleague support predicted an avoiding style; while, workload, time demands, job security, feedback and colleague support predicted the use of an integrating style. The obliging conflict handling style was predicted by time demands and payment; workload, crisis management and payment predicted the use of a dominating style and finally, colleague support predicted the use of a compromising style. Further discussion and recommendations were made for future research and for the nursing profession in general. One of the recommendations is that a model can be constructed to help prevent or reduce conflict within public hospitals. / MCom (Labour Relations Management), North-West University, Potchefstroom Campus, 2014