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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 301 to 310 of 310 (0.031 seconds)Spelling suggestions: "subject:"[een] FEELING"" "subject:"[enn] FEELING""
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The relationship between personality types and psychological career resources of managers in the fast-food industry in the Western CapeKotze, Christiaan 03 July 2014 (has links)
The objective of the study was to determine the relationship between personality preference
types (as measured by the Myers-Briggs Type Indicator [MBTI]) Form M and psychological
career resources (as measured by the Psychological Career Resource Inventory [PCRI]) of
managers in the fast-food industry and whether groups from different races, ages and
gender differ significantly regarding personality types and psychological career resources. A
quantity survey was conducted on a sample (N = 81) of managers in the fast food industry in
the Western Cape.
The extraversion, sensing, feeling, judging (ESFJ) and the introversion, sensing, feeling,
judging (ISFJ) personality types were the dominant ones in the study. Personality type
preferences were significantly related to psychological career resources. The personality
types differed significantly regarding the following PCRI variables: variety/creativity (career
preference), growth/development (career value), self/other skills (career enabler) and social
connectivity (career harmoniser). Significant differences between personality types,
psychological career resources and age, gender and race were also established. / Industrial & Organisational Psychology / M.A. (Industrial and Organisational Psychology)
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Lärarens dubbla uppdrag inom Ekonomiprogrammet / The teacher's dual mission in upper secondary school alignment economyAntonsson, Anna January 2015 (has links)
Denna studie handlar om lärarens dubbla uppdrag inom gymnasieskolans ekonomiprogram och är ännu en studie som visar på att uppgiftsorienterat/elevaktivt förhållningssätt ger läraren förutsättning att uppfylla Skollagens båda uppdrag, att ge eleverna kunskaper och demokratiska värden, samt känna lust i lärandet samtidigt. Utgångspunkt är Skollagen och Skolverkets texter. Skollagen initierar att eleverna genom sin utbildning skall erhålla kunskaper och demokratiska värden. Det är detta som är studiens definition av det dubbla uppdraget. Tanken bakom studien är; Skollagen initierar det dubbla uppdraget, detta realiseras via uppgiftsorienterat/ elevaktivt förhållningssätt vilket ger eleven en dialektisk utveckling. Syftet i studien är att undersöka om eleverna genom arbetssätten uppgiftsorienterat/elevaktivt förhållningssätt utvecklar de medierande metoderna ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal.” Om detta skulle visa sig stämma skulle detta vara en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt. Studiens frågeställningar: Utvecklar eleverna bättre översikt eller arbetsplanering av kursen? Upplever eleverna lust i lärandet? Påverkar metoden elevernas kunskapsresultat? Begrepp som är väsentliga för studien är; beslutsprocesser, det deliberativa samtalet, dialektik, elevaktivitet, grundprincipen offentlighet i det deliberativa samtalet, lärarens dubbla uppdrag, medierande metoder, påverka utbildningen till form och innehåll, uppgiftsorienterad pedagogik. Varför det är väsentligt att arbeta med de demokratiska värdena samt ge eleverna arbetssätt för att snabbt ta in information just inom Ekonomiprogrammet? Eleverna inom detta program kommer i sina framtida yrkesroller att delta i beslutsfattande i miljöer som inte präglas av demokratiska värden. Det är därför viktigt att de lär sig demokratiska arbetssätt som det deliberativa samtalet inför sitt yrkesliv. Det handlar om vilka ledare vi skapar inför framtiden. Eleverna måste även kunna arbeta självständigt med informationssökning i sina yrkesroller. Studien är utformad som en enkätstudie där två klasser, EK13 & EK14, som läser marknadsföring parallellt, ombeds utvärdera ett kursmoment (kurs1) som genomförs med ordinarie lärares ”vanliga” arbetssätt. Därefter genomförs ett kursmoment (kurs2) som är utformat i enlighet med uppgiftsorienterat/elaktivt förhållningssätt. Eleverna ombeds utvärdera även denna kurs med samma enkätformulär som för kurs1. Teoretisk referensram för utformning av studien är Egidius, Hansén, Nihlfors, Selberg, Vygotskij med fokus på elevinflytande och hur det kan påverka utveckling av kompetenser i form av kunskaper och demokratiska värden. Undersökningen visar att arbetssätten ger eleverna möjlighet att utveckla medierande metoder för ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal”. Det finns indikationer på att eleverna utvecklar en bättre arbetsplanering och översikt över kursen. Det finns starka indikationer på att eleverna upplever större lust i lärandet. Resultaten visar även att arbetssätten är effektiva med avseende på elevernas kunskapsutveckling. Därmed konstateras att uppgiftsorienterat/elevaktivt förhållningssätt är en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt inom ekonomiprogrammet. / This study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously.
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論康德哲學中崇高與道德法則之間的關連 / The Connection of the sublime and Moral Law in Kant's Philosophy黃雯君, Huang, Wen-Chun Unknown Date (has links)
本論文出自於對於康德道德哲學中同時兼具先驗性與實踐性之二重關係的研究興趣，因而於此藉由釐清康德哲學中的崇高情感與道德法則之間的關連是如何被談論的，嘗試以此整理出一些在理解上的關鍵線索。在這條主軸的引導之下，此處採取對其所涉及的相關文獻研讀與理解作為基本的脈絡開展。本論文並依從前批判期與批判期的區分將概略畫分為兩個部分︰
第一部分︰一開始即企圖從對康德批判期美學談論的背景進行文獻上的考察，從中導引出對於康德美學與其形上學內在本有的關連，以及對絕對者/超感知者對康德方法論上的影響。接著審視《觀察》作為此時期思想實驗的產物，又是如何在康德自身的評判(即其《評著》)居於一個重要轉向的地位，在其中康德將美感與崇高感與德行關連起來的道德情感論述方，何以導向對主體意識能力的考察，而自由─自我意識與道德法則之間的關連也在這當中被觸及。
第二部份︰主要關注於康德於《基礎》與《第二批判》中「對法則的敬重」的兩重性所關涉到的一種特殊主體意識活動─即「道德意識」─的談論，其具體意涵又何以關連到康德道德性之理性奠基的先驗要求︰「終究只有一個理性」。最後以康德在《第三批判》中對反思判斷力的重新修正、予以審美經驗先驗奠基之架構，重新檢視康德如何以審美判斷─特別是「崇高判斷」─的不確定性概念關連到主體意識能力的提升；並藉由數學崇高與構想力、力學崇高與理性使命之間關係的建立與理解，繼而以此去討論，主體之特有的崇高判斷與道德法則之間本有的奠基性關連，並且何以生命情感作為一種道德意識的洞察能力，可以進行一個既是普遍有效、且與自然達到真正和諧關係的「擴延」；而從這當中誕生出來的道德情感，便根源於意志自由而作為道德行為的發生的關鍵推動力、但其自身卻仍不能作為行為之根據。
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Rytmen bor i mina steg : En rytmanalytisk studie om kropp, stad och kunskap / The rhythm lives in my steps : A rhythm-analytical study of body, city and knowledgeJohansson, Sara January 2013 (has links)
This thesis brings together a fascination with the city and a keen interest in the knowledge process. The point of departure is the bodily, sensory and emotional experience. That the author uses her own perceptions and experiences and is preoccupied with her own knowledge process means that she writes herself into an autoethnographic context. She also experiments with the writing and allows it to take on a more literary form as she writes about her own sensory impressions and feelings. The term rhythmanalysis is employed as a way of assessing, exploring, interpreting and understanding the world that embraces the embodied experience. Human beings are embodied beings, a claim we can make by referring to our own experiences as well as how we perceive, communicate and interact. The study delves into two aspects of rhythmanalysis, first as a way of describing the knowledge process as rhythm-analytical, which implies that bodily experiences are equally important as intellectual ones, and secondly as a way of talking about the city as polyrhythmic. It follows upon the latter that embodied rhythmanalysis of the city is possible. The rhythmanalysis may ultimately be seen as a project aimed at overthrowing the Cartesian dualism between body and mind. That we are embodied has a methodological consequence that is as simple as it is essential: the scholar exists in the world she studies. The researcher is not a neutral observer. She is a co-creator. She is a body, placed in time, space and history. She is situated, which means that her knowledge is also situated. Thus, the rhythmanalysis encompasses the body, the senses and feelings, and can be described with one key word: movement. It finds support in theories that acknowledge the fluid, the becoming, the situated, the performative, the relational, the dynamic, the material. It seeks methods that experiment, that focus on practices rather than discourses, that are preoccupied with a movable world rather than a static one.
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The relationship between personality types and psychological career resources of managers in the fast-food industry in the Western CapeKotze, Christiaan 03 July 2014 (has links)
The objective of the study was to determine the relationship between personality preference
types (as measured by the Myers-Briggs Type Indicator [MBTI]) Form M and psychological
career resources (as measured by the Psychological Career Resource Inventory [PCRI]) of
managers in the fast-food industry and whether groups from different races, ages and
gender differ significantly regarding personality types and psychological career resources. A
quantity survey was conducted on a sample (N = 81) of managers in the fast food industry in
the Western Cape.
The extraversion, sensing, feeling, judging (ESFJ) and the introversion, sensing, feeling,
judging (ISFJ) personality types were the dominant ones in the study. Personality type
preferences were significantly related to psychological career resources. The personality
types differed significantly regarding the following PCRI variables: variety/creativity (career
preference), growth/development (career value), self/other skills (career enabler) and social
connectivity (career harmoniser). Significant differences between personality types,
psychological career resources and age, gender and race were also established. / Industrial and Organisational Psychology / M. A. (Industrial and Organisational Psychology)
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Kant och papegojan : Om exemplen i Kritik av omdömeskraftenEnström, Anna January 2011 (has links)
This essay is an examination of the examples in Kant’s Critique of Judgement. The examples which I have focused on all converge in an idea of wildness. These examples of the beautiful are illuminated by a culture-historical perspective, where the literary and scientific travelogue genre is of great importance. Apart from being exegetic and culture historical, my method is also analytic. The general ambition is to answer the question; what is the parrot doing in the third Critique and what makes it a better example of a free beauty than a jackdaw? Taking as point of departure Jacques Derrida’s notion of parergonality, the example is primarily understood as formative for the thesis, not only as illustrative. By analysing Kant’s use of the wild, exotic and colourful objects as examples the essay intends to show how imagination and understanding operates in the beautiful. The parrot thus corresponds with the role of imagination in its relation to understanding in aesthetic judgement. The examples manifest the strength of the imagination and how it dominates understanding through its wildness. The aim is to present a way to approach the restful contemplation that Kant ascribes to the mind in the experience of the beautiful as bearer of a movement with considerable importance. Rodolphe Gasché’s emphasis on the wild examples as a precognitive minimum for understanding and Hannah Arendt’s view on imagination as an ability of intuition without the presence of the object, have also been essential for my argument.
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Laut, Ton, StärkeSchreiner, Florian 03 May 2010 (has links)
Historisch wird die Arbeit von zwei Daten her begrenzt, von den ersten hör-physiologischen Experimenten seit 1850, und von den massenwirksamen akustischen Inszenierungen der 1930er Jahre in „real auditory perspective“. Die Arbeit beginnt in Kapitel I mit dem tragischen Fall des Regisseurs und langjährigen Psychiatrie-Patienten Antonin Artaud, der die Sprache zugunsten von Lauten, Gebärden und Schreien verlässt. Seine Experimente zum Theater geben zu einer ersten Korrektur von Bildlichkeit Anlass. In Kapitel II wird der Vorrang der Bildlichkeit grundsätzlich in Frage gestellt, die Differenz von Bild und Klang wissenschaftshistorisch auseinandergesetzt, und ein „acoustic turn“ zur Welt vorbereitet. Die Untersuchungen des Physiologen und Akustikers Hermann von Helmholtz sind hier maßgeblich, denn sie beeinflussen die Technische Akustik von ihren Anfängen her. Das Kapitel III schließlich untersucht im transatlantischen Vergleich die technischen Bedingungen nach 1900. Die Beschallungsanlage hat nun die Fähigkeit, alltäglich in den Dienst genommen zu werden, und auch politischen Manipulationen diensthaft zu sein. / Historically the work is framed by two dates, by the physiological experiments of hearing and the mise en scène of a massed and sonic attack in so called „real auditory perspective“ of the 1930s. The first chapter starts with the tragedic and long living psychiatric case Antonin Artaud, who moves away from clarity of sounds to phones, gestures and crying. Such experiments give cause for a fundamental rethinking of meaning in the sense of picture, and leads to the second chapter which argues in more detail for the lap of our sonic understanding of the world. This way speeds up to an „acoutic turn“ by a retour to the biological grounds of sonic perception. The physiological and acoustic inquiries of Hermann von Helmholtz fit here to the ground for him being starting point of what will later be called „technische Akustik“. The third chapter bridges Europe´s early Telefunken-years with the United States and their chief acousticians at the legendary Bell Laboratories, and seeks finally for light in scientific amnesia against progress and control, or what the germans call „Betriebsamkeit“ and „Gestell.“ (Heidegger)
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Relationships of power: exploring teachers' emotions as experienced in interactions with their peers.Martin, Judith Violet 24 August 2009 (has links)
Emotions play a significant role in the lives of teachers, especially in their interactions with their workplace peers. This research uses a case study approach to explore this topic through the medium of an asynchronous on-line discussion group. Twelve public school teachers, eight women and four men, from BC, Canada, volunteered to participate anonymously in a 12 week on-line forum.
The study was guided by three research questions: 1) How do teachers make sense of their emotional interactions with their peers? 2) How do these understandings change through discussion with a group of peers over 12 weeks? 3) What understandings of the emotional processes of school culture emerge when teachers discuss and reflect on these emotional aspects of their work in a collaborative setting?
The participants responded to weekly focus questions and also initiated their own discussion topics. They were introduced to alternative perspectives of emotion, including the social constructionist, feminist, and discursive. They were asked to focus on everyday interactions with their peers and to suggest what the emotions they experienced and observed achieved within the group. They were also encouraged to pay attention to the feeling rules in their staff meetings and to notice which emotions they thought were deemed appropriate to be expressed and which were deemed inappropriate.
Initially the participants used a number of strategies based on the individualized and psychological perspectives of emotions to make sense of their interactions. During the discussion group they were able to discuss their interactions in a safe non-judgemental setting and to reinterpret them in light of new information. Competition, patriarchy, and neo-liberal education policies were seen to influence the dynamics of the workplace.
Two mechanisms which appeared to link the teachers’ individual, private experiences of emotions with the culture of the school were the use of the words “positive” and “negative” and the norms embedded in the feeling rules of each school. These mechanisms both constrained and allowed the expression of certain emotions, opinions, and points of view in the workplace, thereby highlighting the political role of emotions. Symbolically the forum represented a collective space within an individualized world.
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Food addiction : a cost-effective treatment proposal within a developing country contextKistenmacher, Ann 01 1900 (has links)
This study explores the possible efficacy of a low carbohydrate and high fat nutritional intervention (LCHF) as a treatment possibility aiming to improve the ability of self-control and regulation in the context of carbohydrate-addiction.
The study first outlines why increased simple carbohydrate consumption has been implicated as a risk-factor in numerous chronic conditions, and then explores the possibility that a reduction of such consumption could lower general medical expenditure in the healthcare sector of already overburdened institutions, especially in developing countries like South Africa. Since the neurobiological evidence for food addiction is compelling, this study investigates the impact of a low carbohydrate and high fat eating (LCHF) regimen by measuring the change in the severity of addictive behaviour in relation to a reduced carbohydrate consumption. Results indicate that a LCHF nutritional intervention lessened addictive behaviour after just 30 days, resulting in a statistically significant decrease in addiction symptoms from day 1 to day 30. The weight and BMI values of the participants recorded at the end of the study showed a reduction from those obtained during the pre- treatment stage, and the self-perceived ‘feeling in control’ also improved in all participants after the intervention.
The introduction of a LCHF nutritional intervention presents a relatively cost-effective treatment and preventative measure to combat carbohydrate over-consumption and its numerous health complications, and it is therefore hoped that the positive findings of this study will foster further research, using larger samples, into this type of nutritional intervention against addictive eating behaviour. / Psychology / M.A. (Psychology)
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Réalisme pictural : pour une étude anthropo-comparative transculturelle sur l'expérience esthétique / Pictorial realism : for an anthropo-comparative transcultural study on the aesthetic experienceHwang, Ju-Yeon 01 June 2018 (has links)
Le réalisme pictural peut être conçu, par-delà la pensée ontologique dualiste, comme expérience perceptive cognitive du spectateur d’avoir l’impression de voir le « réel » dans une configuration imagée picturale. Cette impression de réel n’est pas illusoire, mais subjectivement factuelle, sans être nécessairement consciente. Elle pourrait résulter de la facilité perceptive ou de la fluidité opérationnelle du processus perceptif cognitif. Lorsque l’activité perceptive cognitive opérante dans l’expérience du réalisme pictural est régulée par la valence hédonique immanente à cette fluidité opérationnelle sous-jacente à l’impression de réel, cette expérience « subjective » peut être également « esthétique » pour cette autosuffisance fonctionnelle de la « conduite cognitive » du spectateur. Cependant, l’expérience du réalisme pictural comporte une dimension anthropo-transculutrelle, comme on peut le constater notamment dans les récits littéraires des spectateurs coréens du 18e siècle qui illustrent leurs expériences visuelles des peintures occidentales « illusionnistes » réalisées par des missionnaires jésuites à Pékin. La culture est néanmoins opérante dans l’expérience « esthétique » du réalisme pictural. Son effet est double. D’une part, la culture fonctionne comme une des variables de la fonction complexe de l’apprentissage perceptif qui pourrait modifier la dynamique du processus perceptif cognitif ainsi que l’attention perceptive visuelle. D’autre part, elle pourrait opérer un effet dans la valence hédonique globale en participant à la modélisation de l’« affect idéal » distingué de l’« affect effectif ». / The pictorial realism can be conceived, beyond ontological dualistic thought, as beholder’s perceptual cognitive experience to have the impression of seeing the “real” in a picture. This impression or feeling of real is not illusory, but subjectively factual, without being necessarily conscious. It may result from perceptual easiness or from perceptual cognitive processing fluency. When the perceptual cognitive activity working in the pictorial realism experience is regulated by hedonic valence immanent in this processing fluency that underlies the impression of real, this subjective experience can also be “aesthetic” by functional self-sufficiency of beholder’s “cognitive conduct”. However, the experience of pictorial realism contains an anthropo-transcultural dimension, as we can observe especially in the stories written by 18th century Korean beholders, which illustrate their visual experiences of the western “illusionist” paintings produced by jesuit missionary painters in Beijing. Nevertheless, the culture comes into play in the “esthetic experience” of pictorial realism. Its effect is double. On the one hand, the culture acts as one of the variables of the complexe function of perceptual learning which could make difference in the perceptual cognitive processing dynamics and in the visual or perceptual attention. On the other hand, the culture might influence the global state of hedonic valence by participating in the modeling of “ideal affect” distinguished from “actual affect”.
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