Throughout the twentieth century, the relationship between representation and abstraction has been regarded predominantly in terms of opposition. One of the prominent early twentieth-century defenders of this approach is Wilhelm Worringer (1881-1965), who introduces representation and abstraction as antithetic modes of art-making in Abstraction and Empathy. A Contribution to the Psychology of Style (1908). However, while he distinguishes between abstraction and representation on theoretical grounds, Worringer also observes that, in the history of art, these modes of art-making coexist. The current thesis examines Worringer’s approach to the writing of art history and theory, inquiring into his perspective on the personal responses of viewers and artists to the world, and the manifestations of these responses in art. Abstraction and Empathy addresses issues of empathy, form, and will, in aesthetics and art-making; it discusses and extends the writings of Theodor Lipps, Immanuel Kant, Arthur Schopenhauer, and Alois Riegl. At the beginning of the twentieth century, Worringer’s book attracted much attention: like its sequel, Form in Gothic (1910), it was often associated with the rise to prominence of Expressionism in Germany. Later in the twentieth century, Worringer’s thought came under the scrutiny of Rudolf Arnheim, who criticized Worringer’s emphasis on abstract-representational opposition. Gilles Deleuze and Félix Guattari praised Worringer’s approach to antithesis, yet questioned the terms Worringer proposed as opposites. For Arnheim, Deleuze and Guattari, alternatives to the antithesis between abstraction and representation became visible. Indeed, in Worringer’s time, artists such as Adolf Hildebrand, Ferdinand Hodler, Paul Cézanne, Claude Monet and Wassily Kandinsky underscored the common grounds between representation and abstraction. Exploring Worringer’s Abstraction and Empathy and Form in Gothic, as well as the words and works of Hildebrand, Hodler, Cézanne, Monet and Kandinsky, this thesis aims to highlight abstract-representational interplay as observable in early twentieth-century writing and art-making.

This thesis examines the historical evolution of the credit transfer policy and its implications on the roles and interplay between colleges and universities. This in-depth analysis of credit transfer evaluates the establishment of College of Applied Arts and Technology (CAATs) in the 1960s, to present day initiatives in place to create a system wide credit transfer system between colleges and universities. The theoretical framework is comprised of two major components: firstly, through an examination of policy tools used over the years, this thesis provides a basis to understand measures that have been employed to address the issue of credit transfer. Secondly, through the organization adaptation approach and resource dependency theory, the credit transfer discussion contextualizes the overall impact on the relationship between colleges and universities. The findings conclude that although higher educational institutions are proactively responding to credit transfer demands, the hierarchical structure between universities and colleges is still prevalent.

This thesis examines the historical evolution of the credit transfer policy and its implications on the roles and interplay between colleges and universities. This in-depth analysis of credit transfer evaluates the establishment of College of Applied Arts and Technology (CAATs) in the 1960s, to present day initiatives in place to create a system wide credit transfer system between colleges and universities. The theoretical framework is comprised of two major components: firstly, through an examination of policy tools used over the years, this thesis provides a basis to understand measures that have been employed to address the issue of credit transfer. Secondly, through the organization adaptation approach and resource dependency theory, the credit transfer discussion contextualizes the overall impact on the relationship between colleges and universities. The findings conclude that although higher educational institutions are proactively responding to credit transfer demands, the hierarchical structure between universities and colleges is still prevalent.

Den kvalitativa studiens syfte var att beskriva och förstå barns kommunikation och interaktion vid användning av iPad. Observationer har skett på tre olika förskolor som aktivt använder iPad i sin verksamhet. Studien har utgått ifrån sociokulturella teorin om att barn lär av varandra i interaktion.   I studiens resultat har det framkommit att barn interagerar när de satt flera barn runt gemensam iPad. Det framkom också att en interaktion sker barn- iPad då barn vid flera tillfällen verbalt kommunicerade med appen. Kommunikationen runt iPaden gick genom det styrande barnet både verbalt och icke verbalt. De icke styrande barnen gav instruktioner till det styrande barnet som de sedan såg på skärmen om det genomfördes. Då verbala instruktioner inte utfördes gjorde barnet en icke verbal handling i form av eget handlande.   I diskussionen jämförde vi studiens resultat med teorier och tidigare forskning. Användandet av iPaden i den pedagogiska verksamheten och en närvarande pedagog är av betydelse för att lärande ska ske. Interaktion och kommunikation uppstod i aktiviteten, men pedagogens roll är att utmana barnen. / The qualitative study was designed to describe and understand the child's communication and interaction when using the iPad. Observations have been made on three different pre-schools that are actively using the iPad in their activity. The study has been based on the socio-cultural theory that children learn from each other in interaction.   The results of the study have revealed that children interact as they sat several children around common iPad. It also emerged that an interaction occurs child - iPad when children on several occasions verbally communicated with the app. The communication around the iPad went by the governing child both verbally and nonverbally. The non-steer kids gave instructions to the governing child, which they saw on the screen if it was implemented. When verbal instructions were not carried out did the child a nonverbal action in the form of own actions.   In the discussion, we compared the results of the study of theories and previous research. The use of the iPad in the educational activities and having a currently teacher are important for learning to happen. Interaction and communication emerged in the activity, but the educator's role is to challenge kids.

Every local church, although part of a greater denomination, finds itself in a unique context with unique ministerial needs. It is of the utmost importance for every local church to be contextual in its ministry, to eventually being effective in its ministry. To make this possible a Scriptural view of the interplay between the unity of the church, the diversity of the church and the fulfilment of the calling of the church, currently not existing, is a key factor. The primary goal of this research is to provide guidelines to churches to assure the contextualization of their calling and ministerial strategy. This is done by motivating the necessity thereof, and by providing Scriptural principles for the interplay between the unity of the church, the diversity of the church and the fulfilment of the calling of the church. The research is done according to the practical-theological methodology of Gerben Heitink (1 999). • The first part of the study consists of a hermeneutical process giving perspective on the current state of affairs in ministerial theory and practice, as well as providing Scriptural principles. Chapter 2 of the hermeneutical investigation wants to determine in what manner the interplay between the unity of the church, the diversity of the church and the fulfilment of the calling of the church is currently being recognized when a local church determines their specific calling and ministerial strategy. Furthermore a brief overview is given regarding the state of affairs in South Africa which has an effect on the climate in which ministry has to take place. This ensures the contextualization of the study. In Chapter 3 Scriptural principles are developed regarding the interplay between the unity of the church, the diversity of the church and the fulfilment of the calling of the church. In Chapter 2 a description is made of the situation that has to change and in Chapter 3 the principles are developed by which the change has to take place. The research in Chapter 3 focuses on the periscope of Acts 21:17-26 and related periscopes. • The second part of the study comprises of an empirical investigation of Afrikaans speaking reformed church members in Eastern Pretoria to determine how they view the interplay between the unity of the church, the diversity of the church and the fulfilment of the calling of the church. • The third part comprises the strategic perspective that integrates the research results of Chapters 2, 3, and 4 to develop a theory of practice. This practical theory provides guidelines to local churches to help them determine their specific calling and ministerial strategy in the light of the interplay between the unity of the church, the diversity of the church and the fulfilment of the calling of the church. The result of this study shows that the interplay between the unity of the church, the diversity of the church and the fulfilment of the calling of the church is a key factor in determining the specific calling and ministerial strategy of a local church to ensure their obedience to Gods calling. Beacons were developed in the light of the Scriptural interplay and presented as guidelines for the local church. The beacons are in short: 1 - Identifying the unique context; 2 - Ascertaining of the current interplay; 3 - Ascertaining of the Scriptural interplay; 4 - Breaking through traditions; 5 - Create balance in the interplay; 6 - Ensure unity in communal interest; 7 – ensure diversity, not in own interest; 8 - Accommodating each other. / Thesis (M.Th. (Practical Theology))--North-West University, Potchefstroom Campus, 2006

Syftet med denna studie var att få en insikt i förskollärares syn på ärlighet och dess betydelse med koppling till kommunikation och samspel i förskolans verksamhet. Undersökningen har bidragit med en fördjupad förståelse av ärlighetens betydelse i kommunikation och samspel mellan olika individer i förskolan. Bidraget av den ökade förståelse och kunskapen om begreppen är till nytta för de människor i samhället som är intresserade av kommunikation, samspel och ärlighet i olika verksamheter, institutioner eller i privatliv.  Kunskapen har uppnåtts genom att intervjua sex förskollärare från två förskolor samt genom att ha analyserat och kritiskt granskat artiklar och annan vetenskaplig litteratur inom ämnet. Studiens frågeställningar var följande: Hur definierar förskollärare god kommunikation och ett gott samspel? Vad innebär ärlighet respektive oärlighet för förskollärare samt i vilka situationer kan dessa begrepp komma i konflikt med varandra? Och, hur hanterar förskollärare situationer där begreppen ärlighet och oärlighet tvingas tillämpas i praktiken? Kvalitativ intervjumetod, av den semistrukturerade typen, har använts vid insamling av empiri. Symbolisk interaktionism har används som teori och perspektiv i denna studie. Resultatet visade att förskollärarnas syn på ärlighet ansågs vara betydelsefull i kommunikation och samspel med barn och vuxna i förskolans verksamhet. Vita lögner visade sig vara accepterat i vissa situationer för att skydda sig själva eller för att skydda barnet. Respondenterna betraktade vuxna som förebilder och förväntas genom omsorg, fostran och lärande att lära barn att bli ärliga och goda samhällsmedborgare. God kommunikation och ett gott samspelsklimat handlade om att våga uttrycka tankar och åsikter samt att kunna stå för sina ord menade respondenterna. Ärligheten ansågs även vara betydelsefull för att erhålla en god kommunikation och ett gott samspelsklimat. / The purpose of this study was to gain an insight into the preschool teachers' views on honesty and its importance related to communication and interplay in preschool. The study has contributed to a deeper understanding of the importance of honesty in the communication and interaction between individuals in preschool. The contribution of the increased understanding and knowledge of the concepts for the benefit of the people in the community who are interested in communication, interaction or interplay and honesty in various businesses, institutions or in private life. Knowledge is achieved by interviewing six preschool teachers from two preshools, and by analyzing and critically reviewed articles and other scientific literature on the subject. The study's questions were: How does preschool teachers define good communication and good interplay? What does honesty or dishonesty mean to preschool teachers as well as the situations in which these concepts can come into conflict with each other? And, how do preschool situations where the concepts of honesty and dishonesty have to be applied in practice? Qualitative interview method, the semi-structured type, have been used in the collection of empirical data. Symbolic interactionism is used as theory and perspective in this study. The results showed that preschool teachers' views on honesty were considered significant in communication, interaction and interplay with children and adults in preschool. White Lies proved to be acceptable in some situations to protect themselves or to protect the child. Respondents considered adults as role models and is expected by the care, nurturing and learning to teach children to become honest and good citizenship. Good communication and good interplay climate was about to dare to express ideas and opinions and to meet its words meant respondents. Honesty was also considered important to obtain a good communication and good interplay climates.

Under de senaste årtionden har den svenska förskolan genomgått stora förändringar där barnantalet ökat i takt med att pedagogerna blivit tilldelade alltmer uppdrag utanför barngruppen. Samtidigt som förskolans läroplan ställer höga krav, där pedagogen har till uppgift att möta varje enskilt barn i ett socialt samspel och tillvarata det unika hos varje individ (Skolverket, 2016). Syftet med denna studie är att undersöka samspelstillfällen mellan barn och pedagog under en verksamhetsförlagd dag i förskolan, samt undersöka hur omgivningen kan påverka interaktionen däremellan. Studien är kvalitativ och materialet har inhämtats via skuggning av tio barn samt en gruppintervju med två verksamma pedagoger i förskolan. Resultatet visar på stora variationer mellan barnens samspelstid tillsammans med pedagog. Vidare framkommer det hur faktorer i omgivningen kan orsaka avbrott i samspelet, vilket i sin tur resulterar i kortare sammanhållande interaktionstider för det enskilda barnet. / <p>Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07</p><p>Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.</p>

abstract: The current study investigated the dynamic interplay of career decision ambiguity tolerance and career indecision over three assessment times in a sample of college students (n=583). While the previous research has repeatedly shown an association of career decision ambiguity tolerance with career indecision, the direction of this association has not been adequately assessed with longitudinal investigation. It was hypothesized in this study that there is a reciprocal pattern of career decision ambiguity tolerance leading to subsequent career indecision and career indecision leading to subsequent career decision ambiguity tolerance. Using a cross-lagged panel design, this study found support for the reciprocal pattern that aversion with ambiguity led to increased negative experience, choice anxiety, and lack of readiness in career decision making, while negative experience, choice anxiety, and lack of readiness led to increased aversion with ambiguity as well. Additionally, this study revealed that choice anxiety and readiness for career decision making led to increased interests in new information. The key findings were discussed with respect to the theoretical and clinical implications for career counseling along with limitations and suggestions for future research. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2017

abstract: Several decades of research have concluded that child social functioning is a critical predictor of wellbeing across various developmental domains. Most scientists agree that both genetic and environmental influences play defining roles in social behavior; the processes by which they concurrently affect child development, however, has been the subject of less research. This work examines distinct mechanisms that shape child prosociality by examining genetic and environmental influences on development, via two empirical studies. The first study analyzed the evocative-reactive and the evocative-socially-mediated hypotheses as gene-environment correlation (rGE) mechanisms connecting the arginine vasopressin receptor 1a (AVPR1a) and dopamine receptor D2 (DRD2) genes, child prosocial behavior, and parent differential treatment (PDT). Findings present modest evidence for the evocative-reactive rGE hypothesis; specifically, AVPR1a marginally influenced child prosociality, which subsequently predicted mother preference in adolescence. The second study examined several gene-environment interactions (GxEs) in exploring how social environmental variables- positive and negative parenting- predicted child prosociality, as moderated by socially-implicated child genes, DRD2 and dopamine receptor D4 (DRD4). Findings indicated that while positive parenting was predictive of child prosociality regardless of genetic variants, the effects of negative parenting on child prosociality were dependent on child genetic variants. Together, findings from these studies suggest modest genetic and environmental influences on child behavior in middle childhood and adolescence, consistent with previous research and theory. Directions for future research are offered, and intervention and policy implications are discussed. / Dissertation/Thesis / Ph.D. Family and Human Development 2013

While research has shown the positive impact of sensory cues and cue- congruency on emotion and behavior in retail store atmospheres, these cues have primarily been investigated in isolation or in pairs. Consequently, little is known on how multi-sensory cues in interplay impact on consumer emotions and purchase behaviors. In addition, research has not yet provided any clear conceptualization of congruency in marketing when designing retail store atmospheres, other than stating that some cues are expected to match, therefore become pleasantly perceived. Thus, the main purpose of this research is to examine and show how multi-sensory cues in interplay and congruency can be utilized in creating a retail store atmosphere to enhance consumer emotions and purchase behaviors. To address the purpose, a sequential method was adopted with four essays. The first essay explores multi-sensory interplay in marketing contexts with a literature review that forms the basis for a research agenda. The second essay employs focus groups to highlight the congruency between cues, products and the retail setting, and identifies which category of cues is in need of investigation. The third essay uses field experiments to investigate two congruent visual, auditory and olfactory cues (six cues in total) in a retail setting, and their impact on consumer emotion and purchase behavior. The final essay, also use field experiments to examine and duplicate one cue from each sense, and employs these together in interplay, to show how multi-sensory cues in interplay impacts emotions and purchase behaviors. This research concludes that multi-sensory cues in interplay in a retail store atmosphere have a greater impact on consumer emotions and purchase behaviors than single visual, auditory and olfactory setting-congruent sensory cues. Among single sensory cues, those perceived as complementary in the atmosphere, specifically auditory and olfactory in an already visual dominated atmosphere, have the largest impact on consumer emotions and purchase behaviors. Overall, this research signifies that congruent multi-sensory cues in interplay emerge as reliable predictors for the influence on consumer arousal, valence, time spent, touching, browsing and purchasing Theoretical and managerial implications are discussed.