Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 80-90). / Electronic reproduction. / Also available by subscription via World Wide Web / xii, 93 leaves, bound ill. 29 cm

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 197-223).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references. Also available in print.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

This thesis intends to show how the application of the Verfremdungseffekt (alienation effect), originally formulated by Brecht, serves to express different Weltanschauungen in the works of Dürrenmatt, Frisch and Handke. The main emphasis is on the works of Peter Handke however, in order to demonstrate the changes in the interpretation of the alienation effect, some of the plays by Dürrenmatt and Frisch are analysed.

The purpose of this project was to prepare a script for group interpretation based upon the theme of "alienation" as it occurs in selected works of contemporary American poets. The script was produced for an audience on the North Texas State University campus under the direction of the writer. The thesis includes the script, a discussion of the process of adaptation, and an evaluation of the production. The evaluation is based, in part upon the written critiques of four expert guest critics.

The morale of the federal workforce is probably at an all time low. The malaise that shrouds the federal workforce is primarily caused by a sense of alienation that many federal workers feel. They feel alienated from themselves and from a community. In this book I approach the problem of alienation from theoretical, personal and empirical perspectives. To gain a deeper understanding of the alienation of the organizational employee, one must look at the individual holistically. Using Carl Jung as my guide and employing his theories of the unconscious, spirituality, individuation and psychological type, I develop what I call an organizational personality typology. This organizational personality typology is contrasted with the more conventional and more one-dimensional organizational role typologies developed by organizational theorists such as Anthony Downs in Inside Bureaucracy and Robert Presthus in The Organizational of contact with their environment and themselves, a sense of meaninglessness and alienation, and an obliviousness to messages from their unconscious. Other people choose the journey of heroism. The heroic journey as portrayed in the heroic myth serves as a model for those people in search of psychological health and spiritual sustenance. It is a journey that has three primary stages: the calling, the encounter with death, and the return to the community. Each of these stages has applicability to the American public administration tradition. The heroic journey is not merely confined to the world of myth. The heroic journey, as practiced in the public service, has current exemplars in both novels and in real life. Furthermore, it is a journey that is open to both the GS-3 clerk and the agency administrator. It is an attitude reflective of a life-affirming stance towards oneself and others. / Ph. D.

The phenomenon of alienation is closely related to the current morality crisis as it affects the very core of man's being. It appears that this phenomenon is not only a contemporary problem. It is as old as civilization itself, although its manifestation had taken on different forms in different eras. In this study alienation is analysed in time perspective. The following exponents pertaining to this phenomenon are examined closely: Plotinus, Hegel, Feuerbach, Marx, Durkheim, Fromm and the contemporary society. In the contemporary situation alienation manifests in various ways within the family and society. The disintegration of the family is escalating. More children are abused in a childhostile society. The generation gap is widening and suicide amongst teenagers is increasing. Man becomes more lonely and experiences an identity crisis from which he tries to escape by means of narcissism. Possible contributing factors to the above-mentioned are secularisation, nihilism, urbanisation and the negative influence of science and technology. The need of contemporary society cannot be realized without knowledge pertaining to the nature and essential characteristics of alienation. An accountable mode of thought grounded in time and space can be utilised towards bringing man to his senses. In attempting to establish authentic thought and accompaniment the reflective mode of thought can be implemented by the agogoque to take a stand against the degraded view o( man and world. This could result in man regaining a sense of security and could possibly lead to establishing an authentic world-view, mode of thought and accompaniment. / Die aktualiteit van die ontheemdingsverskynsel hang ten nouste met die moraliteitskrisis saam waarin die eietydse beskawing horn bevind, want dit raak die mens in sy diepste wese. Die ontheemdingsverskynsel is egter nie net 'n eietydse probleem nie, maar manifesteer verskillend in verskillende tydperke en dateer sover as die ontstaan van die beskawing self terug. Hierdie studie word vanuit 'n tydsperspektief belig. Die volgende eksponente met betrekking tot hierdie verskynsel sal noukeurig ondersoek word: Plotinus, Hegel, Feuerbach, Marx, Durkheim, Fromm en die eietydse bestel. In die eietyd manifesteer ontheemding op verskeie maniere in die gesin en samelewing. Gesinsverbrokkeling neem toe en kinders word al meer in 'n kind-vyandige samelewing verwerp. Die generasiegaping word groter en tienerselfmoord kom toenemend voor. Die vereensaamde mens beleef 'n identiteitskrisis en soek in narcisme ontvlugting. Moontlike oorsaaklike faktore vir bogenoemde is sekularisasie, nihilisme, verstedeliking en die negatiewe invloed van die wetenskap en tegnologie. Die nood waarin die eietydse samelewing horn bevind, kan nie sonder kennis van die aard en die wese wat kenmerkend van die ontheemdingsverskynsel is, besef word me. 'n Verantwoordbare denkweg wat in die tydlikheid en ruimtelikheid begrond is, hied die moontlikheid om die mens tot besinning te bring. Hierdie besinnende denkweg waarin die agogieker teen die gedegradeerde mens- en wereldbeskouing standpunt inneem, kan as korrektief dien en tot outentieke denke en begeleiding aanleiding gee. Dan sal die ontheemde mens weer die nodige geborgenheid ervaar en sal dit moontlik wees om weer outentiek wereld te konstitueer, te leef, te <link en te begelei. / D.Litt. et Phil. (History of Education)

Building upon previous research on the importance of students' motivation for their learning and academic success, this study sought to examine how students' motivation in the classroom may impact the way their teachers' treat them. Specifically, data from 423 middle school students and their 21 teachers were used to examine the extent to which student engagement and disaffection (individually and in combination) in the fall predicted changes in teachers' provision of motivational support from fall to spring of the same school year. The study also examined whether these relationships might differ by student grade or gender, and whether the effects of each component of motivation can be buffered or boosted by the level of the other component. Overall, results provided partial support for study hypotheses. As expected, engagement and disaffection (as reported both by students and by teachers) individually predicted changes in teacher motivational support over the school year, such that engaged students were more likely to gain teacher support across the school year whereas disaffected students were more likely to lose teacher support. Assessing the unique effects of engagement and disaffection suggested partial support for their combined predictive utility, although less support was found for teacher-reports than student-reports. Across time, student-reported disaffection demonstrated unique effects on changes in teacher support but student-reported engagement did not. For teacher-reports of engagement and disaffection, neither component of motivation predicted changes in teacher support above and beyond the other component. Across reporters, mean-level gender differences in the constructs of interest were consistent with expectations based on previous research suggesting that girls tend to be more motivated than boys in school; however, despite these significant differences in mean-levels, there were few gender differences in the strength of the reciprocal effects of student motivation on teacher support. Of the 12 tests for gender differences in the links between student motivation and teacher support, only two were found, and both cases demonstrated significant gender effects of the same form, such that engagement and disaffection demonstrated significant reciprocal effects for both genders; however, the effects were significantly stronger for boys. As expected, examination of mean-level differences in engagement and disaffection as a function of grade suggested that student motivation and teacher support decline as students progress through middle school. In general, significant reciprocal effects of student motivation on teacher support across time were found for students of all grades for both student- and teacher reports; however there were some grade-level differences in the strength of those associations. Results indicated that engagement and disaffection were more important predictors of changes in teacher support over the school year for older students (8th graders) than for younger students (6th or 7th graders). Finally, the expected interaction between engagement and disaffection was only partially supported and only for teacher-reports. Specifically, as predicted, the relationship between teacher-reported engagement and teacher support was stronger for students who were low in disaffection, suggesting low disaffection boosted the positive effects of engagement. At the same time, and contrary to expectations, instead of the relationship between disaffection and teacher support being weaker for students perceived as highly engaged, these relations were actually stronger such that disaffection was a stronger predictor of losses in teacher support for highly engaged students than for their equally disaffected but less engaged peers. Implications for educational interventions and daily classroom practices are discussed. This study, by utilizing a two time-point design, a diverse at-risk student population, and measures from both student and teacher perspectives, attempted to make a contribution to the sparse but potentially important research literature on how student's motivation can shape their experiences with teachers in the classroom.