It is suggested in both academic literature and popular media that many children’s opportunities for play, particularly in North America and during middle childhood are decreasing and that the consequences include negative impacts on social, emotional and physical well being. One of the explanations for the decline in play, particularly amongst middle and high socio-economic-status families is an increased participation in structured extracurricular programming. This qualitative study explores parental accounts in order to understand some of the underlying ideas that shape their decision-making. Semi-structured individual interviews conducted using questions generated from a background literature review are implemented with five mothers, four of whom are spoken with twice. A thematic analysis approach is used to analyze the data. Integrating further literature, the ensuing discussion focuses on how a culture of fear may be contributing to an uncontrollable busyness of both parents’ and children’s lives. Protection, prevention and preparation are identified as specific motivations for structured program involvement that stem from a culture of fear. Particular focus is given to ideas behind the preparation mentality. The importance of early exposure, the intensity of extracurricular involvement, lost investment, wasted time, and the relationship these ideas have with discourses of intensive mothering are all explored. This study contributes new information to the existing dialogue about changes in children’s time-use, and provides insight into avenues for further qualitative research in the field. / Graduate

The timing of work over the day or week is fundamental to the nature of paid work and the interaction between work and leisure. However, due to data limitations, little research has been done on the timing of work in Australia. The Australian Time Use Survey, conducted nationally by the Australian Bureau of Statistics (ABS) in 1992 and 1997, provides a unique opportunity to examine actual work timing arrangements in the Australian workforce. (For complete abstract open document)

This essay is aiming to examine distribution of the unpaid domestic work from a male perspective. Qualitative interviews with three men from three different generations has been implemented to get a subjective image of what these men belives are the factors behind the division of domestic work in there homes. The study shows that changes have taken place, men take a bigger responsibility in domestic work and children care today compared to 50 years ago. A reason for this is for instance womens increasing degree of gainful employment. Despite the changes- or because of them, the discussion of division of domestic work is most current, though differences still remains.

This dissertation explores what factors and institutions influence individual decision making and their economic impacts on the society, using approaches of laboratory and field experiments. The first essay addresses the effect of communication on cooperation. The second essay explores various types of public recognition, and their impacts on individual donation. The third essay studies how principals use their time in K-12 schools and the potential impact on student and school outcomes. The first essay employs a laboratory experiment including three factors in human interactions, a noisy environment, indefinite length of interactions, and various levels of communication, to study what factors make individuals more cooperative. Results show that subjects are less cooperative in a noisy environment, and communication via fixed messages is not a remedy for the low cooperation rate in this noisy environment. However, communication via free messages leads to more cooperations, and it maintains cooperation rate at a high level over time. The second essay is a joint work with Yefeng Chen, Haoran He, and Jun Luo. We conduct a field experiment to investigate how public recognition influences individual charitable giving. We design five treatments with distinct public recognition schemes and vary the timing when we offer opportunities of public recognition. Results show that both donation amount and participation rate are significantly higher when we mandate recognition. However, public recognition offered before donation crowds out small donations and thus lowers the participation rate. We claim that public recognition is a “double-edged sword” on individual charitable giving. The third essay is a joint work with Mary Mira. We conduct a principal motion study in Fulton County, Georgia and shadow 30 school principals from all levels of public K-12 schools for two work days. We link our observational data with student performance data from state-wide standard scores. Results show that principals’ time spend on building and maintaining school culture and school climate, as well as evaluating teachers and school staff are most positively related to student performance.

Made available in DSpace on 2016-06-02T20:44:16Z (GMT). No. of bitstreams: 1 6588.pdf: 2192444 bytes, checksum: a8fb75466515e154a9f3b968ae721584 (MD5) Previous issue date: 2015-02-20 / Time is a key resource for humans, structuring its activities and daily life. This daily life organization also develops itself based on interests, wills, social roles and life stages of the subject. Regarding the elderly, studies show there specific occupations to this life stage, due to the transition of productive life for retirement. Whereas inherent specificities of this phase, this work aims to investigate the use of time for the elderly, identifying the complexity and the diversity of activities of this population. It were identified the social and physical context of these activities as well significance and satisfaction levels that the elderly attribute to the activities when performed. The sample consists of 51 elderly from São Carlos who participated in two seniors programs. It were as collection instruments The Daily Activities and semistructured interviews. The results showed that most of their time was spent with Activities of Daily Life and Practical Life (70%), followed by Leisure Activities (24%) and other (6%). According to the physical context, the home itself is where the participants performed the activities. Most of the time the elderly was alone (13.6 hours), but when accompanied, their main companies were family members (spouses and children). The sample was divided into groups, in order to accomplish comparisons in patterns of time use and their determinants among the groups. In general, it was found that there were no significant differences between the groups regarding the time use and physical contexts in which the activities were developed. As for the social context, it were found significant differences, being the elderly aged less or equal to 69 years (p=0,012) and those who were married (p=0,000) performed their activities more time together than alone. It was found that the day was almost fully occupied with satisfactory and meaningful activities for the sample, even if the elderly who practiced exercises have shown higher rates of satisfaction (p=0,045). This study may portray the time use of a portion of elderly, as well as their interests, preferences and needs. Thus, we can shed light to the knowledge of Occupational Therapy and many other areas that focus on the elderly population. / O tempo é um recurso fundamental para o ser humano, estruturando suas atividades e seu cotidiano. Essa organização diária da vida desenvolve-se também com base nos interesses, nas vontades, nas funções sociais e nas fases da vida do sujeito. No que tange à população idosa, estudos revelam haver ocupações especificas para essa etapa da vida, devido à transição da vida produtiva para a aposentadoria. Considerando especificidades inerentes dessa fase, este trabalho objetivou investigar o uso do tempo de pessoas idosas, identificando a complexidade e a diversidade das atividades dessa população. Identificou-se o contexto social e físico dessas atividades, bem como os níveis de significação e satisfação que os idosos atribuíam a elas ao realizá-las. A amostra foi composta por 51 idosos do município de São Carlos que participavam de dois programas para a terceira idade. Foram utilizados como instrumentos de coleta Diários de Atividades e Entrevistas Semiestruturadas. Os resultados mostraram que a maior parte do tempo dos idosos foi gasta com Atividades de Vida Diária e Vida Prática (70%), seguido de Atividades de Lazer (24%) e outras (6%). Em relação ao contexto físico, o próprio domicílio foi o local onde os participantes realizaram as atividades. A maior parte do tempo os idosos passaram sozinhos (13,6 horas), porém quando acompanhados, as suas principais companhias foram os familiares (filhos e cônjuges). A amostra foi dividida em grupos, a fim de realizar comparações nos padrões de uso do tempo e suas determinantes entre os grupos. De modo geral, verificou-se que não houve diferenças significativas entre os grupos quanto ao uso do tempo e os contextos físicos em que as atividades se desenvolveram. Quanto ao contexto social, foram encontradas diferenças significativas, sendo que os idosos com idade igual ou menor que 69 anos (p=0,012) e os que eram casados (p=0,000) desempenharam suas atividades mais tempo acompanhados do que sozinhos. Verificou-se que o dia foi quase totalmente ocupado por atividades satisfatórias e significativas para a amostra, mesmo que os idosos que praticaram exercícios tenham apresentado índices mais altos de satisfação (p=0,045). Este estudo pode retratar o uso do tempo de uma parcela de idosos, bem como seus interesses, preferências e necessidades. Desse modo, pode-se lançar novas luzes para o conhecimento da Terapia Ocupacional e de diversas outras áreas que têm como foco a população idosa.

A formação contínua, como parte integrante do ofício docente no século XXI, implica em tempo investido na formação profissional e no aprimoramento das instituições de ensino fundamental. Este tempo, do modo que está organizado socialmente, torna-se um tempo de trabalho expropriado dos professores na medida em que esta necessidade do ofício não é reconhecida como parte da jornada remunerada. Através da análise dos usos do tempo das professorasestudantes do Curso de Pedagogia Séries Iniciais na modalidade a Distância (PEAD/UFRGS), esta dissertação mostra as tendências de investimento do tempo das professoras em formação em um curso de Pedagogia EAD. Os dados se originam da Pesquisa Estudos sobre os usos do tempo de professoras do curso de pedagogia na modalidade a distância, que mostra os orçamentos de tempo de cada professora-estudante pesquisada ao longo de 24 horas de um dia. A pesquisa analisa os usos do tempo de 176 estudantes divididas entre os cinco polos do PEAD. Na medida em que esta demanda pelo tempo dedicado à profissão aumenta, a docente extraí estes horários de outras atividades pessoais, em proporções desiguais de tempo. O texto mostra como o tempo profissional avança sobre o tempo pessoal das professoras, obrigando as educadoras a dividirem os investimentos de tempo diário, durante a semana, basicamente em duas metades, trabalho e estudo ocupando em torno de dez horas diárias, e cuidados pessoais e com a família completando as outras dez horas. Esta dissertação problematiza a noção de trabalho docente apoiando-se no conceito de mais-valia de Marx. Considerando o tempo de trabalho escolar, o tempo de trabalho elástico e mais o tempo dedicado à formação profissional, foi possível criar uma referência hipotética sobre a taxa de mais-valia, entendia como trabalho profissional não remunerado, em que as professoras pesquisadas estão submetidas. A influência do tempo de trabalho mostra algumas tendências de comportamento nas possíveis formas de organização do tempo para professoras em formação. / Building upon the hypothesis that on-going teacher training is an integral part of the role of a teacher in the twenty-first century; the amount of time being invested in on-going teacher training should be taken into consideration in the amount of time when institution provision time and resources for teachers in the workforce teachers in that craft this need is not recognized as part of the journey paid. By analyzing the time use data from student-teachers in the Distance Education Pedagogy Course at the Federal University of Rio Grade do Sul, Brazil (PEAD / UFRGS), this master’s thesis shows the progression of time use trends as the student-teacher moves closer to completion of the course of study. The data examined in this study are derived from a time use study of 176 students-teachers at five different campuses participating in the PEAD program that examined the “time-budgets” over twenty-four hours. Given that the current status quo does not consider on-going teacher training as part and parcel of the workday, teachers tend to extract the time from other personal activities. More specifically, this text documents the progression over time that teacher spend dividing their time in two halves – the first have being approximately 10 hours for work and study, and the second being approximately 10 hours a day for personal care and family. This paper discusses the notion of teaching relying on the concept of surplus-value of Marx, understood as professional work unpaid. This work considers the relationship between schoolwork and professional training to be elastic. Building upon this assumption it is possible to map the degree to which the student teachers participating in the research project reflect this supposition.

A formação contínua, como parte integrante do ofício docente no século XXI, implica em tempo investido na formação profissional e no aprimoramento das instituições de ensino fundamental. Este tempo, do modo que está organizado socialmente, torna-se um tempo de trabalho expropriado dos professores na medida em que esta necessidade do ofício não é reconhecida como parte da jornada remunerada. Através da análise dos usos do tempo das professorasestudantes do Curso de Pedagogia Séries Iniciais na modalidade a Distância (PEAD/UFRGS), esta dissertação mostra as tendências de investimento do tempo das professoras em formação em um curso de Pedagogia EAD. Os dados se originam da Pesquisa Estudos sobre os usos do tempo de professoras do curso de pedagogia na modalidade a distância, que mostra os orçamentos de tempo de cada professora-estudante pesquisada ao longo de 24 horas de um dia. A pesquisa analisa os usos do tempo de 176 estudantes divididas entre os cinco polos do PEAD. Na medida em que esta demanda pelo tempo dedicado à profissão aumenta, a docente extraí estes horários de outras atividades pessoais, em proporções desiguais de tempo. O texto mostra como o tempo profissional avança sobre o tempo pessoal das professoras, obrigando as educadoras a dividirem os investimentos de tempo diário, durante a semana, basicamente em duas metades, trabalho e estudo ocupando em torno de dez horas diárias, e cuidados pessoais e com a família completando as outras dez horas. Esta dissertação problematiza a noção de trabalho docente apoiando-se no conceito de mais-valia de Marx. Considerando o tempo de trabalho escolar, o tempo de trabalho elástico e mais o tempo dedicado à formação profissional, foi possível criar uma referência hipotética sobre a taxa de mais-valia, entendia como trabalho profissional não remunerado, em que as professoras pesquisadas estão submetidas. A influência do tempo de trabalho mostra algumas tendências de comportamento nas possíveis formas de organização do tempo para professoras em formação. / Building upon the hypothesis that on-going teacher training is an integral part of the role of a teacher in the twenty-first century; the amount of time being invested in on-going teacher training should be taken into consideration in the amount of time when institution provision time and resources for teachers in the workforce teachers in that craft this need is not recognized as part of the journey paid. By analyzing the time use data from student-teachers in the Distance Education Pedagogy Course at the Federal University of Rio Grade do Sul, Brazil (PEAD / UFRGS), this master’s thesis shows the progression of time use trends as the student-teacher moves closer to completion of the course of study. The data examined in this study are derived from a time use study of 176 students-teachers at five different campuses participating in the PEAD program that examined the “time-budgets” over twenty-four hours. Given that the current status quo does not consider on-going teacher training as part and parcel of the workday, teachers tend to extract the time from other personal activities. More specifically, this text documents the progression over time that teacher spend dividing their time in two halves – the first have being approximately 10 hours for work and study, and the second being approximately 10 hours a day for personal care and family. This paper discusses the notion of teaching relying on the concept of surplus-value of Marx, understood as professional work unpaid. This work considers the relationship between schoolwork and professional training to be elastic. Building upon this assumption it is possible to map the degree to which the student teachers participating in the research project reflect this supposition.

A formação contínua, como parte integrante do ofício docente no século XXI, implica em tempo investido na formação profissional e no aprimoramento das instituições de ensino fundamental. Este tempo, do modo que está organizado socialmente, torna-se um tempo de trabalho expropriado dos professores na medida em que esta necessidade do ofício não é reconhecida como parte da jornada remunerada. Através da análise dos usos do tempo das professorasestudantes do Curso de Pedagogia Séries Iniciais na modalidade a Distância (PEAD/UFRGS), esta dissertação mostra as tendências de investimento do tempo das professoras em formação em um curso de Pedagogia EAD. Os dados se originam da Pesquisa Estudos sobre os usos do tempo de professoras do curso de pedagogia na modalidade a distância, que mostra os orçamentos de tempo de cada professora-estudante pesquisada ao longo de 24 horas de um dia. A pesquisa analisa os usos do tempo de 176 estudantes divididas entre os cinco polos do PEAD. Na medida em que esta demanda pelo tempo dedicado à profissão aumenta, a docente extraí estes horários de outras atividades pessoais, em proporções desiguais de tempo. O texto mostra como o tempo profissional avança sobre o tempo pessoal das professoras, obrigando as educadoras a dividirem os investimentos de tempo diário, durante a semana, basicamente em duas metades, trabalho e estudo ocupando em torno de dez horas diárias, e cuidados pessoais e com a família completando as outras dez horas. Esta dissertação problematiza a noção de trabalho docente apoiando-se no conceito de mais-valia de Marx. Considerando o tempo de trabalho escolar, o tempo de trabalho elástico e mais o tempo dedicado à formação profissional, foi possível criar uma referência hipotética sobre a taxa de mais-valia, entendia como trabalho profissional não remunerado, em que as professoras pesquisadas estão submetidas. A influência do tempo de trabalho mostra algumas tendências de comportamento nas possíveis formas de organização do tempo para professoras em formação. / Building upon the hypothesis that on-going teacher training is an integral part of the role of a teacher in the twenty-first century; the amount of time being invested in on-going teacher training should be taken into consideration in the amount of time when institution provision time and resources for teachers in the workforce teachers in that craft this need is not recognized as part of the journey paid. By analyzing the time use data from student-teachers in the Distance Education Pedagogy Course at the Federal University of Rio Grade do Sul, Brazil (PEAD / UFRGS), this master’s thesis shows the progression of time use trends as the student-teacher moves closer to completion of the course of study. The data examined in this study are derived from a time use study of 176 students-teachers at five different campuses participating in the PEAD program that examined the “time-budgets” over twenty-four hours. Given that the current status quo does not consider on-going teacher training as part and parcel of the workday, teachers tend to extract the time from other personal activities. More specifically, this text documents the progression over time that teacher spend dividing their time in two halves – the first have being approximately 10 hours for work and study, and the second being approximately 10 hours a day for personal care and family. This paper discusses the notion of teaching relying on the concept of surplus-value of Marx, understood as professional work unpaid. This work considers the relationship between schoolwork and professional training to be elastic. Building upon this assumption it is possible to map the degree to which the student teachers participating in the research project reflect this supposition.

We develop a consumption model to analyze the relative importance of time and money for consumer behavior and prosperity. The model is characterized by three situations a consumer may face. Equilibrium conditions are different in each of those situations. At equilibrium A only the time constraint is binding. The appropriate situation is called relative time scarcity. At equilibrium B, relative satiation, the consumer's income constraint is binding at the optimal allocation of time. At equilibrium C, consumers deviate from their optimal allocation of time because of the income constraint. Those consumers face relative money scarcity. We analyze behavioral reactions to changes in prices, disposable income and available time in each of those three situations. It turns out that substitution effects only exist in situations of relative money scarcity - the only situation dealt with in ordinary (i.e. timeless) consumer theory. The absence of substitution effects in situations of relative time scarcity and relative satiation leads us to the conclusion, that the impact of changes in relative prices on consumer behavior is much less important than usually assumed. Another interesting result is that increases in disposable income do not necessarily lead to a gain in prosperity. The effects of changes in disposable income and time availability on prosperity depend on the situation a consumer faces.(author's abstract) / Series: SRE - Discussion Papers

This dissertation contains three chapters in the field of family and development economics. The first two chapters study the effects of traditional gender roles on economic outcomes. The last chapter discusses the effects of a spatial development policy in India. Chapter 1 examines the dynamics of intra-household time allocation in response to economic incentives, and the role of traditional gender norms. Using unique longitudinal data on Japanese households, it finds that spouses in dual-income households adjust their market hours but not home hours as own wages change. In addition, per earthquake-induced changes in market hours, wives make little or no change in home hours while husbands show significant, yet small in magnitude, responses. The responses are driven by individuals with less traditional gender role attitudes. Traditional gender roles exacerbate not only the asymmetry but also the rigidity of gendered division of intrafamily labor. Chapter 2 studies whether the effects of traditional gender roles on female labor supply are greater in endogamous marriage by examining the labor supply pattern of immigrant women in the United States. The endogenous formation of marriage is addressed by incorporating local marriage market conditions. Using survey responses on gender roles in source countries as cultural proxies, it finds that the negative effects of traditional gender roles on female labor supply are amplified in endogamous marriage at the extensive and intensive margins of labor market. Differential patterns of immigrant assimilation by marriage type fail to fully explain the asymmetry, supporting the hypothesis that culture is more relevant within endogamous marriage. Chapter 3 (with Shree Ravi) analyzes the aggregate and distributional effects of Special Economic Zones (SEZs) in India. It investigates the influence of Indian SEZs by exploiting spatial variations in the timing of zonal operations. Using satellite and survey data, it establishes that SEZs boosted economic activity within areas several times the size of the zones. The zones also drove a structural change in the local economy with resources shifting away from the informal sector and the formal sector growing in size and productivity. This growth, however, differently benefits workers across income and skill distributions.