The practice of yoga is an increasingly popularized movement within the West that incorporates the desire for physical fitness, spiritual consciousness, and environmentalism. Emanating from the New Age movement, the popularity of yoga has proliferated as a subculture that seeks to encourage mind–body wellbeing while representing an ethos that assumes environmental responsibility. This thesis examines the techniques of modern yoga and the influence that asana (posture) and meditational relaxation have on the senses and subsequently on environmental awareness and activism. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Au Pui-Ki. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 61-68). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.iii / LIST OF TABLES AND FIGURES --- p.vi / INTRODUCTION --- p.1 / "Constructive Values of Guilt, Shame, and Embarrassment" --- p.2 / "Differentiating Guilt, Shame, and Embarrassment" --- p.3 / "Normative Development of Guilt, Shame, and Embarrassment" --- p.8 / "Factors Contributing to the Development of Guilt, Shame, and Emb arras sment" --- p.10 / Prospective of the Present Study --- p.15 / METHOD --- p.16 / Participants --- p.16 / Child's Measures --- p.17 / Parent' s Measures --- p.25 / Procedure --- p.27 / RESULTS --- p.28 / Self-Conscious Emotion Development --- p.29 / Children's Performances on the Cognitive Predictors --- p.37 / Parental Socialization of Moral Affect --- p.42 / "Predicting Children's Understanding of Guilt, Shame, and Embarrassment from Children's Cognitive Functioning and Parental Socialization" --- p.45 / DISCUSSION --- p.48 / Children's Development of Self-Conscious Emotions --- p.50 / Predicting Children's Understanding of Self-Conscious Emotions --- p.56 / Directions for Future Research --- p.58 / Conclusions --- p.59 / REFERENCES --- p.60 / APPENDIX A: Illustrations and Scripts of the Stories used in the Self-Conscious Emotion Task --- p.69 / APPENDIX B: Coding System for The Story Completion in the Self-Conscious Emotion Task --- p.71 / APPENDIX C: Attribution Items used in the Self-Conscious Emotion Task --- p.72 / APPENDIX D: Emotional Understanding: Scripts used in Stereotypical Situation --- p.73 / APPENDIX E: Emotional Understanding: Scripts usedin Non-Stereotypical Situation --- p.74 / APPENDIX F: Photos and Scripts used in the Second-Order False Belief Task --- p.75 / APPENDIX G: Scenarios used in the Socialization of Moral Affect --- p.77 / APPENDIX H: Items used in the Socialization of Moral Affect --- p.79

No description available.

Thesis (M.A. (Clinical Psychology)) --University of Limpopo, 2006 / The purpose of the research study is to investigate the relationship between body mass and self-concept among adolescent female university students. First year female students from three different Schools and Faculties at the University of Limpopo, Turfloop Campus participated in the study. They were 75 in number. The study has both a quantitative and qualitative aspects. The qualitative was used to complement the quantitative aspect. The Rosenberg Self-esteem Measure was used to measure self-esteem. For the qualitative aspect, a topic guide was used for the focus group discussion prepared and used for the focus group discussion. Analysis of Variance (ANOVA) and the Pearson’s Product Moment Correlation were used to analyse the quantitative data. Results show that there is a relationship between body mass and self-concept and that overweight participants tend to have a low self-esteem. This low self-esteem was perceived to be aggravated by a number of factors like the attitude of the media and the society. Participants who are overweight also indicated that they are limited in certain areas of their lives (e.g., sports) as a result of their body mass. They expressed mixed feelings and frustration when it comes to such areas of like. Support groups, life-skills programmes and psychotherapy should be made available and attainable for overweight female adolescents.

Has it ever occurred to you to wonder why a soldier would sacrifice his life by jumping on a bomb to save the rest of his brigade? Or why an individual in a gang might display respectable behavior when alone but swear and vandalize when in the group? The phenomenon of people getting pulled into crowds and adopting the group’s mentalities and behaviors has been recognized but not fully researched. However, it has been recorded in early literature and research that it is human nature to want to fit into a group, for example in Abraham Maslow’s (1943) paper, A Theory of Human Motivation, in which he proposed that the hierarchy of human needs includes a stage that emphasized an individual’s need to feel a sense of belonging.

This thesis argues that Barthelme's major 1985 essay "Not-Knowing" contains within its title Barthelme's central artistic idea, and that not-knowing informs both the subject of his fiction and his philosophy of art. This study will be the first critical treatment of Barthelme that positions his work from beginning to end in terms of the dimensions of not-knowing that came out of his own reading in psychology, art theory, philosophy, religion, and education, offering coherent readings of content and suggesting the ways in which content relates to form. The Introduction explores the origins of Barthelme's ideas of not-knowing, paying special attention to the influence of Mallarmé, Joyce, and Beckett on Barthelme's first characterisations of not-knowing, creativity, and reception. The first chapter gives an in-depth reading of Come Back, Dr. Caligari (1964), Barthelme's first collection of stories. Though Barthelme had not yet begun to formally theorise his ideas of not-knowing, they were already latent in Come Back, Dr. Caligari's characterisation of psychological experience, specifically in relation to anxiety, boredom, and interpretation. The second chapter looks at the ways in which Harold Rosenberg’s theories of the visual arts, and especially collage, which Barthelme encountered while co-editing Location magazine with Rosenberg in the early 1960s, address form and not-knowing, and how Barthelme treats these issues in Unspeakable Practices, Unnatural Acts (1968), City Life (1970), The Slightly Irregular Fire Engine (1971), Sadness (1972), Guilty Pleasures (1974), and Amateurs (1976). The third chapter shows how Barthelme's university studies in 19th century philosophy, especially Kierkegaard in The Concept of Irony (1841) and Kierkegaard's treatment of Schlegel in that treatise, inform his concern with irony, both in theory and practice, in City Life (1970), Great Days (1979), and Overnight to Many Distant Cities (1983). Chapter Four argues that Kierkegaard's theories of education and religion in Either/Or (1843) and The Present Age (1846), as well as the contemporary incarnation of Dewey's ideas of progressive education, both had a profound influence on Barthelme's ideas about the way a society is educated into knowingness, the artist's aspiration toward not-knowing, and the validity of religion in the postmodern world. The conclusion to the thesis reexamines the Introduction's argument about literary influence through a brief reading of The Dead Father (1975). Barthelme is recognised as one of the most important American postmodernist writers, and yet there has been relatively little critical treatment of his oeuvre. The major books that address Barthelme's work, which include Jerome Klinkowitz's Literary Disruptions: The Making of a Post-Contemporary American Fiction (1975) and Donald Barthelme: An Exhibition (1991), as well as Alan Wilde's Horizons of Assent (1981) and Stanley Trachtenberg's Understanding Donald Barthelme (1990), belong to a two-decade span of classifying writers such as Barthelme, Thomas Pynchon, Robert Coover, and John Barth using a limited set of ideas about postmodernism that were interesting as theory at the time, but did little to explore the actual literary, philosophical, and aesthetic content and contexts of these writers' works (with the possible exception of Pynchon). This thesis aims to rescue Barthelme from now-hackneyed ways of talking about postmodernism, which include lumping various aesthetic techniques under the rubric of "metafiction," claiming that the era's sole interest is in surface at the expense of depth, and that the dependence upon clichés is a deliberate expression of artistic exhaustion.

No description available.

The ability to use tools is one of the hallmarks of intelligence. Tool use is fundamental to human life and has been for at least the last two million years. We use tools to extend our reach, to amplify our physical strength, and to achieve many other tasks. A large number of animals have also been observed to use tools. Despite the widespread use of tools in the animal world, however, studies of autonomous robotic tool use are still rare. This dissertation examines the problem of autonomous tool use in robots from the point of view of developmental robotics. Therefore, the main focus is not on optimizing robotic solutions for specific tool tasks but on designing algorithms and representations that a robot can use to develop tool-using abilities. The dissertation describes a developmental sequence/trajectory that a robot can take in order to learn how to use tools autonomously. The developmental sequence begins with learning a model of the robot's body since the body is the most consistent and predictable part of the environment. Specifically, the robot learns which perceptual features are associated with its own body and which with the environment. Next, the robot can begin to identify certain patterns exhibited by the body itself and to learn a robot body schema model which can also be used to encode goal-oriented behaviors. The robot can also use its body as a well defined reference frame from which the properties of environmental objects can be explored by relating them to the body. Finally, the robot can begin to relate two environmental objects to one another and to learn that certain actions with the first object can affect the second object, i.e., the first object can be used as a tool. The main contributions of the dissertation can be broadly summarized as follows: it demonstrates a method for autonomous self-detection in robots; it demonstrates a model for extendable robot body schema which can be used to achieve goal-oriented behaviors, including video-guided behaviors; it demonstrates a behavior-grounded method for learning the affordances of tools which can also be used to solve tool-using tasks.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-12-19T15:06:07Z No. of bitstreams: 2 Tese - Lorenna Silva Oliveira Costa - 2017.pdf: 3777629 bytes, checksum: e7c39c3dc0f9f9d214adab51bad17a79 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-12-21T12:30:50Z (GMT) No. of bitstreams: 2 Tese - Lorenna Silva Oliveira Costa - 2017.pdf: 3777629 bytes, checksum: e7c39c3dc0f9f9d214adab51bad17a79 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-12-21T12:30:50Z (GMT). No. of bitstreams: 2 Tese - Lorenna Silva Oliveira Costa - 2017.pdf: 3777629 bytes, checksum: e7c39c3dc0f9f9d214adab51bad17a79 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-11-14 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The understanding of the learning processes foundations of environmental concepts in Science teachers‟ initial formation is an important point to take into consideration in the capabilities of Critical Environmental Education (EAC). In this context, the research problem of the present work was: how does the relation between the environmental knowledge appropriation and human formation, in the act of knowing, in a specific educational space occur? We sought to investigate how the teaching of environmental concepts, in a dialectical approach, can contribute to the students‟ awareness and their conceptual elaboration, in a specific context of school education, and, thus, elaborate new understandings of these processes. The methodological and epistemological positions of this research were grounded, mainly, on Historical-Dialectical Materialism and Historical-Cultural Theory. A theoretical study was carried out concerning: 1) the core determinations of the environmental crisis‟s instauration, regarding it as a historical process; 2) the historical and dialectical perspective of the relation between society and nature; 3) the human formation elements, focused on the development of Higher Psychological Functions, in particular the conceptual formation and awareness; and 4) the Environmental Education as a political Education and as an element for human formation aimed at questioning and transforming reality. Along with this study, an empirical research was carried out with students from a Chemistry graduation course in the Center-West region of Brazil, linked to a Chemistry sub-project of the Institutional Program of Teaching Initiation Scholarships (PIBID). The Pedagogical Project of the Course was previously analyzed in order to investigate the possible presence of environmental contents and, through questionnaires, the subjects‟ environmental concepts and the aspects of their experiences were identified. Subsequently, we analyzed the conceptual formation and the evidences of awareness of these subjects over a semester, in a Discussion Group which held 14 meetings. The meetings were filmed, transcribed and analyzed using Micro-genetic Analysis, based on Lev Vygotsky. Through the analyses, four categories, which involve the environmental concepts discussed were elaborated: 1) the view of what environment is; 2) the explanations about the environmental crisis; 3) the motivations and educational instances in the formation of the environmental educator; and 4) the me-other view in the world and the neoliberal rationality. After this elaboration, two indicators of the meaning-sense relation that comprise affective and intellectual elements were identified: 1) affective expressions and; 2) concept generality relations. Such indicators came up, implicitly or explicitly, in the enunciations of all categories. To those indicators were elaborated sub-indicators. It was observed that the concepts most mobilized by students were those constructed in other educational instances such as the church and the media, which reflected little school Education influence. The students presented a fragmented view that did not regard the human being as a form of nature existence. The discussions demonstrated limitations in the relations of their conceptual networks, with little amplitude in the degrees of generality. Since the EAC questioned many meanings that were stable for students, we observed their backlash against some of the concepts /themes, which resulted in the students‟ resistance to learning them. The verbal students‟ interventions were predominantly grounded on a network of spontaneous concepts based on a neoliberal project of society. On the other hand, it was possible to note the importance and formative potentiality of studying time and dialogues prompted to broaden students' conceptual network, denaturalize socio-environmental relations and contribute to the reflection process and appropriation of scientific concepts. / A compreensão de fundamentos dos processos de ensino e aprendizagem de conceitos ambientais na formação inicial de professores de ciências é um ponto relevante para se pensar as potencialidades da Educação Ambiental Crítica (EAC). Nesse contexto, o problema de investigação da presente pesquisa foi: como se dá a relação entre a apropriação dos conhecimentos ambientais e a formação humana, no ato de conhecer, em um espaço educativo específico? Buscou-se investigar como o ensino de conceitos ambientais, numa abordagem dialética, pode contribuir na tomada de consciência e na elaboração conceitual de estudantes, em um contexto específico de educação escolar, e, assim, elaborar novas compreensões desses processos. O Materialismo Histórico-Dialético e a Teoria Histórico-Cultural foram as principais teorias que orientaram as posições metodológicas e epistemológicas desta investigação. Foi realizado um estudo teórico sobre: 1) as determinações fundamentais da instauração da crise ambiental, considerando-a como um processo histórico; 2) a perspectiva histórica e dialética da relação sociedade e natureza; 3) elementos da formação humana, com foco no desenvolvimento das Funções Psicológicas Superiores, em específico a formação de conceitos e a tomada de consciência; e 4) a Educação Ambiental como educação política e como elemento para a formação humana com vistas ao questionamento e à transformação da realidade. Paralelo a esse estudo, realizou-se uma pesquisa empírica desenvolvida com estudantes de um curso de Licenciatura em Química, da região Centro-Oeste do Brasil, vinculados a um subprojeto de Química do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). Analisou-se previamente o Projeto Pedagógico do Curso para identificar a presença ou não de conteúdos ambientais e, por meio de questionários foram identificados conceitos ambientais dos sujeitos e aspectos de suas vivências. Posteriormente, analisou-se o processo de formação conceitual e os indícios de tomada de consciência desses sujeitos ao longo de um semestre em um Grupo de Discussão que realizou 14 encontros. Os encontros foram filmados, transcritos e analisados, utilizando-se a Análise Microgenética fundamentada em Lev Vigotski. Por meio da análise, quatro categorias, que envolvem os o de natureza; 2) as - relação sentido-significado que abarcam elementos afetivos e intelectuais foram identificados: 1) expressões conceitos. Tais indicadores apareceram, implicitamente ou explicitamente, nos enunciados de todas as categorias. Desses indicadores elaborou-se subindicadores. Observou-se que os conceitos mais mobilizados pelos estudantes foram os construídos em outras instâncias educativas, como a igreja e a mídia, havendo pouca influência da educação escolar. Os estudantes apresentaram uma visão fragmentada que não considerou o ser humano como uma forma de existência da natureza. As discussões demonstraram limitações nas relações de suas redes conceituais, com pouca amplitude nos graus de generalidade. Devido à EAC questionar muitas significações estáveis para os estudantes, observou-se o estranhamento de alguns conceitos/temas, gerando resistência em apreendê-los. As intervenções verbais dos estudantes basearam-se, predominantemente, em uma rede de conceitos espontâneos pautada em um projeto neoliberal de sociedade. Por outro lado, observou-se a importância e a potencialidade formativa de momentos de estudo e diálogo sistematizados para ampliar a rede conceitual dos estudantes, desnaturalizar as relações socioambientais e contribuir para o processo de reflexão e apropriação dos conceitos científicos.

This dissertation is a phenomenological study on the origin of expressive arts as an innate human need rooted deeply in the psyche in order to grasp and relate to the human condition. Carl Gustav Jung said, “Life has no rules and that is its mystery.” Art compensates for the chaos that originates and often rules life. The history of art and its evolution in society was explored to paint a picture of the experiences that dominate and leave permanent etchings of the complexities, attachments, and traumas on the psyche. I explored the history of art and its ability to stimulate curiosities, discoveries, and learning. Additionally, I followed the birth of art education and its crossroads within the discovery of the unconscious mind and Jungian psychology. I followed the effects of the unconscious mind and psychology on art and art education, the ecological agents of the Industrial Revolution, the birth of the middle class, and the new accessibility of art. I also discussed the Industrial Revolution and its impact on pushing the artist to new interior boundaries of altered states and the birth of abstract art. Moreover, I looked at expressive art, painting, poetry, and sculpture as the foreground to discover the psychic energy and complexes that stimulate and inspire the artist. I presented eight artist interviews randomly chosen from different backgrounds, specialties, and age. The data analysis process allowed me to gain insights into the artists’ perceptions of how art has enriched the development of their psyches and their lives.