To associate leading with teaching the effect which four grade of pupils creates the poem of children concurrently the one that tests consensual assessment technique of Amabile is proper. Hsiu-Tsu Chang ABSRACT It is the motive power of promoting social progress too to create and think it is mankind's unique natural talent . In strange and changeful and changeable era, ' the intention ' grasps parameters , opens the new chances . Train student's creativity, become the important subject for education at present. In order to which kind of method is taken to promote students' Chinese creativity? This research mainly aims at leading pupils of grade four to create the poem of children by associating teaching technology, and the one that study its impact on pupil's creativity and concurrently test Amabile1983 consensual assessment technique(CAT) is proper. This result of study is as follows: First , three different group of nine experts of groups evaluate creativity of poem works CAT of 68 pupil children consent quantity Up to. More than 90. Second, the pupil's children poem works creativity displays and is correlated with their children poem writing motives.( r =. 410, p<. 01). Third, accept the pupil dealing with the experiment and behave in children poem creativity, there is difference of showing in the groups, associate and lead the pupil of teaching group to display and is obviously superior to contrasting the group pupil .(F =7.77, p<. 05, d =.68) Key word: to associate leading, consensual assessment technique, Children poem creates, form of motive amount of children poem writing

Amabile defines creativity from ¡§product¡¨. In her opinion, the behavior of creativity is by the products of the relevant fields of expert's assessment, and develops ¡§consensual assessment technique (CAT)¡¨ as the way to measure creativity. And Amabile proposes ¡§component model of creativity¡¨. If individual wants to have the creative behavior, he must possess three components: ¡§expertise¡¨, ¡§creative-thinking skill¡¨, and ¡§ task motivation¡¨. The main purpose of this study was to confirm the Amabile¡¦s component model of creativity and consensual assessment technique. This study had collected 29 students of a fifth grade in primary school class, and amounted to 162 drawing products. There were 9 judges come from 3 art domain expert's groups, including that 3 judges come from university professor's group, 3 judges come from junior and elementary teacher's groups, and 3 judges come from painter's groups. Each judge used the inventory of consensual assessment to evaluate each product independently. And this study designed inventory to exam students in the same class in order to collect the data. According to the results of the research: ( a) It was high common consensus that all judges evaluate creativity ,( b) It was middle-to-low common consensus that each group evaluate creativity , (c) Creativity measures taken in different groups showed significant correlations, (d) It was high common consensus to evaluate the creativity of the specific theme works, (e) The correlation between expertise and creativity was significant, (f) The correlation between creative-thinking skill and creativity was significant, (g) The correlation between motivation and creativity was significant. According to the results of the study, it could provide some suggestions for education and relevant studies, and it offered the foundation of further following studies in academia.

This dissertation presents a constructivist discussion of the experiences of the author in doing hypnosis. It explores the practice of hypnosis as a progression of behavioral changes by the hypnotis in facilitating the initiation, expansion and coherence of the hypnotic domain. These changes include punctuating and redefining everyday experiences and environmental events as hypnotic, and engaging participants in discussions based on the hypnotic logic. Hypnosis is defined as social and cognitive domain that is specified in language, and maintained by the embodied descriptions of participants. It is described how the hypnotic system evolves in terms of complexity, distinctness and functional integrity, and how this reflects the structurally determined fit between its members. In this system the hypnotist facilitates the development of the hypnotic description as a viable domain of existence that is experienced as real and all-inclusive. In conclusion some constructivist ideas for research, treatment and training are presented before constructivist thinking is used to contextualize the dissertation itself. / Psychology / M.A. (Clinical Psychology)

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Diese Magisterarbeit geht es um die Konsensustheorie der Wahrheit von J. Habermas. Das hauptsÃchliche Ziel dieser Arbeit handelt es sich darum: die zwei folgenden Fragen zu beantworten: a) ist die Konsensustheorie der Wahrheit eine authentische Wahrheitstheorie? oder ist sie eher eine Rechtfertigunstheorie? Und b) wenn sie eine authentische Wahrheitstheorie ist, ist sie eine realistische â oder anti-realistische Wahrheitstheorie? Um einen adÃquaten Hintergrund zu prÃsentieren, vor dem ich jene Fragen beantworten kann, entwickelte ich im ersten Kapitel eine Aussprache darÃber, was ist eine authentische Wahrheitstheorie und welche sind die Unterscheidungen zwischen einer Wahrheitstheorie und einer Rechtfertigungstheorie. Im zweiten Kapitel, nach einer ausfÃrlichen Vorstellung der Konsensutheorie der Wahrheit, die Habermas in seinem Aufsatz von 1972 (Wahrheitstheorien) entwarf, versuche ich die zwei hauptsÃchlichen Fragen dieser Arbeit zu beantworten. Im dritten Kapitel stelle ich die Berichtigungen vor, die Habermas in seinem Aufsatz von 1999 (Wahrheit und Rechtfertigung) formulierte, um die praktisch unhintergehbaren realistischen Unterstellungen sprach- und handlungsfÃhiger Individuen in die Wahrheitskonsensustheorie einzuarbeiten. Die eingearbeiteten Berichtigungen verÃndern tief die ursprÃngliche Konsensustheorie der Wahrheit, dann muss man noch einmal die zwei hauptsÃchlichen Fragen beantworten. Die wichtigsten Ergebnisse dieser Arbeit zeigen, dass Habermas in seinem Aufsatz von 1972 eine authentische anti-realistische Wahrheitstheorie entwickelte, aber in seinem Aufsatz von 1999 gab Habermas auf, die Aufgabe einer autentischen Wahrheitstheorie zugunsten einer Rechtfertigunstheorie auszuarbeiten. / O objeto desta dissertaÃÃo à a teoria consensual da verdade de J. Habermas. Meu objetivo principal de estudo à responder Ãs seguintes indagaÃÃes: a) à ou nÃo a teoria consensual da verdade uma legÃtima teoria da verdade, ou, antes, seria ela uma teoria da justificaÃÃo? e b) em sendo uma genuÃna teoria da verdade, estruturar-se-ia ela como uma teoria Realista ou Anti-realista da verdade? Visando oferecer um pano de fundo adequado para responder a essas indagaÃÃes desenvolvo no primeiro capÃtulo uma discussÃo acerca de como deve ser uma legÃtima teoria da verdade e a diferenÃa entre ela e uma teoria da justificaÃÃo. A partir do que foi estabelecido no primeiro capÃtulo, procuro responder aos dois questionamentos principais em torno dos quais se estrutura esta dissertaÃÃo, apÃs apresentar de forma detalhada a teoria consensual formulada por Habermas em seu artigo de 1972 Wahrheitstheorien. No terceiro capÃtulo, discuto as retificaÃÃes que Habermas efetivou em sua proposta inicial de teoria da verdade, em seu livro Wahrheit und Rechtfertigung, em 1999, tendo em vista a necessidade de incorporar elementos realistas inevitÃveis presentes nas aÃÃes de sujeitos capazes de aÃÃo e fala. As mudanÃas introduzidas por Habermas alteram de tal modo sua concepÃÃo original de verdade que se faz necessÃrio re-avaliarmos a nova concepÃÃo em torno daquelas duas indagaÃÃes iniciais. Os resultados principais desta dissertaÃÃo indicam que Habermas em suas formulaÃÃes iniciais havia desenvolvido uma genuÃna teoria Anti-Realista da verdade, mas que suas reformulaÃÃes o levaram a abandonar a tarefa de oferecer uma legÃtima teoria da verdade em prol de uma teoria da justificaÃÃo.

nÃo hà / O rapto consensual foi uma prÃtica comum em Fortaleza nos anos de 1920-1940. Compreendendo que os indivÃduos, das mais variadas formas, se insurgem diante das imposiÃÃes do Estado, da Igreja e da FamÃlia, percebemos que homens e mulheres, no referido perÃodo, se reinventaram ao lanÃarem mÃo de artifÃcios e de tÃticas que possibilitavam a vivÃncia de um amor proibido. Partindo dessas questÃes, analisamos as promessas e as expectativas que motivaram as moÃas a concordarem e, atà mesmo, tramarem, em parceria com o amado, o prÃprio rapto; problematizamos tambÃm os motivos que conduziram os raptos consensuais ao campo jurÃdico. Por buscarmos entender o rapto a partir de seu carÃter criminal, nossas fontes de pesquisa sÃo processos-crime, inquÃritos policiais, livros de queixas e jornais da Ãpoca. Na documentaÃÃo em anÃlise, procuramos os amores, as promessas, as expectativas, os desejos e os sentimentos que motivaram esses sujeitos a burlarem a ordem social, ao ponto de se arriscarem em uma prÃtica legalmente considerada crime, o rapto. AlÃm disso, buscamos perceber a Fortaleza que estava sendo forjada pelos sujeitos, pois raptores e raptadas negociavam com os cÃdigos da cidade, com os horÃrios e com a prÃpria estrutura das casas, o que resultava em fugas pelo quintal, em raptos ocorridos em espaÃos pÃblicos, como nas estaÃÃes de trem, em raptos com automÃveis ou no ambiente de trabalho. Era nas vivÃncias cotidianas, tornadas banais pela repetiÃÃo do dia-a-dia, que raptores e raptadas conseguiam burlar a vigilÃncia familiar e social. / The consensual abduction was a commom practice in Fortaleza between the years of 1920 and 1940. Understanding that individuals, of various forms, range in front of the State, Church and family imposition, we realize that men and women, in that period, reinvented themselves when they reached out the use of artifices and tactics that enabled the experience of a forbidden love. On this basis, we analyze the promises and expectations that motivated the girls agree, and even in partnership with the beloved, the own abduction; we also problematize the reasons which led the abductions to the legal field consensus. In order to understand the abduction from its criminal character, our sources are criminal proceedings, law enforcement investigations, complaints and newspapers from that time. In the documentation under analysis , we seek love, promises, expectations, desires and feelings that motivated those individuals to cheat the social order, taking risk in a practice legally considered a crime, the abduction. In addition, we seek to realize Fortaleza that which was being forged by the subjects because kidnappers and abducted negotiated with city codes, with Schedule and with the own structure of houses, which resulted scapes through the yard, in abductions in public areas, such as in train stations, car abductions or in the work environment. It was in everyday life, considered banal by the repetition of everyday life, that kidnappers and abducteds were able to cheat family and social vigilance.

Monogamy is recognized as a singularly accepted relationship construct within the United States. As a result, little is understood about alternative relationship constructs and those who choose them. Even less is understood regarding these practices among members of marginalized communities. Despite this lack of knowledge, there is evidence to suggest that approximately 4-5% of the United States population is engaged in some form of consensually nonmonogamous relationship pairing (a percentage comparable to the LGBTQAI community), and an estimated 25% of the population will engage in some form of consensual nonmonogamy over the course of their lifespan. This study looked to understand the lived experiences of African American men and women in married or cohabitating relationships who have participated in consensually nonmonogamous relationships with secondary partners. This qualitative study was conducted with 3 African American heteronormative married couples, using interpretative phenomenological analysis (IPA) and a combined theoretical framework which includes symbolic interactionism and queer theory. Study findings concluded that consensually nonmonogamous couples viewed consensual nonmonogamy as an orientation as opposed to a lived experience in which their primary relationship remained their priority. Emerging themes included rules related to consensual nonmonogamy, emotional regulation, stigma, and the intersectionality between race and sexuality. Implications for social change include reduced stigma related to nontraditional families, a more informed understanding of practices and experiences involving consensual nonmonogamy and the development of sociopolitical interventions, policy and advocacy, and positive and negative consequences of consensually nonmonogamous experiences.

No description available.

By working with an anti-human trafficking organization in Sarasota, Florida, and sex-worker activists based in St. Petersburg, Florida, this research focuses on the process by which trafficking victims and sex workers are identified and dealt with by the criminal justice system and NGO rehabilitation programs. The study focused on understanding how stakeholders decide between identifying someone as a criminal or a victim of sex trafficking and how women identify themselves and subjectively experience their interaction with the criminal justice system and a faith-based rehabilitation program. By exploring the victims’ process of going through the criminal justice system, this study problematizes the ideas of victim certification, diversion programming, and the idea that sex work is inherently exploitative and never agentive. Due to anti-prostitution laws in the United States (US), the lack of trauma-informed care within the criminal justice system, and the stigma surrounding sex work that stems from dominant American culture, sex workers and trafficking victims are often further harmed when they become involved with the criminal justice system. My findings reveal narratives produced around the “innocent victim” perpetuate an image of human trafficking that focuses on White women and children in forced prostitution. This image contributes to constructions of ‘deservingness’ for different populations involved in exchanging sex and alters whether or not individuals are identified as victims of sex trafficking depending on their adherence to this narrative. Common narratives surrounding trafficking can also harm sex workers who want to be recognized as agentive adults in the sex industry. I present the multiple realities that exist in the criminal/legal systems surrounding sex trafficking and consensual sex work in Florida and how participants perceive their treatment by various organizations such as law enforcement, the court system, diversion programs, and NGOs by conducting interview analysis, participant observation, and performance ethnography through the production of a fictionalized scene written with research participants and stakeholders.

This study seeks to achieve a deeper understanding of the phenomenon of child marriage among Syrian refugees, identify the causes and the consequences of this phenomenon, and explore the relationship between the armed conflict in Syria and the prevalence of child marriage practices among Syrian refugees living in refugee camps in Lebanon. To achieve the objectives of the study, the researcher used the case study approach and mixed-methods methodology in data collection and analysis. Quantitative data were collected by questionnaire from twenty participants, all women who married before the age of eighteen. Qualitative data were collected through interviews with ten of the participants, all of whom married before the age of eighteen. The findings indicate the contributing role played by the Syrian armed conflict in the prevalence of child marriage practices among Syrian refugees and that Syrian refugees used child marriage as a survival strategy. The results also reveal that there are two types of child marriages: forced and consensual. The study demonstrates that child marriage is a serious violation of children's rights. Recommendations for governments, NGOs, and further research are included. / Denna studie söker uppnå en djupare förståelse för företeelsen barnäktenskap så som den yttrar sig bland syriska flyktingar, att identifiera orsakerna och konsekvenserna av detta fenomen och att titta närmare på relationen mellan den beväpnade konflikten i Syrien och förekomsten av barnäktenskap bland syriska flyktingar som bor i flyktingläger i Libanon. För att nå undersökningens mål använde forskaren ”case study”-formen och mixed-methods-metoden för datainsamling och analys. Kvantitativa data samlades via frågeformulär från tjugo deltagare, samtliga kvinnor, som gifte sig före arton års ålder. Kvalitativa data samlades genom intervjuer med tio av deltagarna, som samtliga gifte sig före arton års ålder. Resultatet pekar på den påverkan som den syriska beväpnade konflikten spelat i förekomsten av barnäktenskap som brukas bland syriska flyktingar och att syriska flyktingar använde barnäktenskap som en överlevnadsstrategi. Resultaten visar också att det finns två typer av barnäktenskap: tvångsäktenskap och samförståndsäktenskap. Studien visar att barnäktenskap är en allvarlig kränkning av barns rättigheter. Rekommendationer för regeringar, icke-statliga organisationer och för vidare forskning är inkluderade.

Neuroscience is a relevant topic for counseling and counselor education, and it is a required area of competency for accredited counseling education programs. Despite this required competency, current counseling literature scarcely addresses neuroscience in counselor education. I have designed the present study to address this scarcity by exploring counselor educators' experiences of incorporating neuroscience into the counselor education curriculum using a consensual qualitative research (CQR) approach. The purpose of this study is to create a foundational understanding of (a) what elements of neuroscience counselor educators are currently including in their courses, and (b) the experience of counselor educators with teaching neuroscience. I interviewed eight counselor educators about their experiences learning and teaching neuroscience. Six domains emerged from the interviews: (1) participants' background and experience, (2) influence of neuroscience on participants' teaching, (3) personal, academic, and professional responses to neuroscience, (4) ethical concerns and recommendations for neuroscience, (5) areas of interest and future research in neuroscience, and (6) counseling literature and publication in neuroscience. The information shared by the participants will contribute to future research of teaching effectiveness and outcomes using neuroscience in counselor education.