The main objective of this study was to determine the effect of student organizational alienation on the subsequent involvement of students in their academic activities. Using the Student Organizational Alienation Scale as a contextual measure of student alienation, four major hypotheses were derived and tested. It was hypothesized that there would be a negative relationship between the Student Organizational Alienation Scale, with its components Failure, Conflict and Short Time Perspective, and student academic involvement defined as Cooperation, Dedication, Performance and Aspirations. The results revealed that, in general, the hypotheses were supported. Only the relationship between the alienation scale components and the student academic involvement component, Performance, failed to be supported consistently. The influence of several control variables were considered. The variables controlled included perceived intelligence, age, socio-economic status, and sex. In addition, the dependent variable, aspirations, was also controlled for examining the relationship between alienation and the other dependent variables in view of its highly significant relationship to other measures of student academic involvement. Of all the control variables introduced only socio-economic status and aspirations appeared to have an effect on the strength of the measured relationships.

No description available.

The purpose of this exploratory research study was to examine the phenomenon of alienation in physical education from the perspectives of children. Of particular interest were children’s perspectives about the three constructs of alienation: powerlessness, meaninglessness and social isolation as defined by Carlson (1995a). A case study methodology was employed with a class of grade 6 children (ages 10 and 11) with a total of 14 participants forming the unit of analysis. Observations, field notes, semi-structured interviews and drawings were used to triangulate the data. The data were analyzed by employing a continuum of inductive and deductive analysis (Patton, 2002). Three themes were identified as representative of the children’s perspectives: degree of control, meaning, and social factors. The results are discussed in relation to their potential to contribute to the understanding of the phenomenon of alienation.

In this Exegesis I explore the rehabilitation of marginalized materials through a sculptural practice. The materiality of the work focuses on the commonality of the everyday through selection editing and transparency of materials. The materiality and concern for material presence in my work are used metaphorically to explore ideas of alienation in contemporary sculpture. My work has been informed by the writing Berthold Brecht specifically his alienation effect [A-Effect], a theatrical and cinematic device "which prevents the audience from losing itself passively and completely in the character created by the actor, which consequently leads the audience to be a consciously critical observer". Through the use of situationist tactics in alienation works I seek to explore an atmosphere of fragile transience that can be recognized in ourselves even as we struggle against it.

Thesis (doctoral)--Universität Jena.

Thesis (M.A.)--Liberty Baptist College, 1984. / Includes bibliographical references.

Originally presented as the author's doctoral thesis, 1978. / Includes bibliographical references (p. 237-246).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Originally presented as the author's doctoral thesis, 1978. / Includes bibliographical references (p. 237-246).

M.A. / The notion of home is one which stirs deeply within us. The search for home is guided by an almost ineffable sense of longing. It is search which we share as common, yet the longing is intensely personal and the constructions of our home unique. At the heart of this search are our experiences of alienation and belonging. The process of negotiating our sense of alienation and belonging, separation and togetherness is fundamental to the way in which we experience, construct our identities and make meaning. Our sense of home is inextricably related to our sense of identity. Our identities carry with them the markers that help us to resonate with a situation or feel alienated from it, to join with it or remain apart. At the same time our sense of alienation and belonging will playa role in the construction of our identities. This study explores the participants' experience of their search for home and their experiences of alienation and belonging that pave this journey. It suggests that there is a dialectical nature between alienation and belonging. This particular dialectic influences our meaning making and can be a frame through which we view our experiences. The dialectic shifts and shifts along with identity. Identity in turn operat~s to shift our experience of alienation and belonging. The study will explore how I ,see the theme of alienation and belonging operating in my own life and will create a context for the rest of the study. It will explore the relationship between epistemology and identity. It will make particular reference to then theme of the bounded monad that runs through modern epistemology. It will look at the potential for this to shift to one of greater connections as understanding of identity is seen within a postmodern epistemology. Epistemology and identity therefore form a broad context in which a sense of alienation and belonging is experienced. The study views alienation and belonging as a broad template of experience that can be used to frame experiences and negotiate a way through experiences of 'stuckness'. It does not seek to prove, but rather to open a domain of conversation with which the reader can explore her own experiences and perhaps find resonance.