Thesis (Psy. D.)--Wheaton College, 2006. / Abstract. Includes bibliographical references (leaves 48-59).

Thesis (Ph. D.)--University of Chicago, Dept. of Psychology, Human Development, August 2003. / Includes bibliographical references. Also available on the Internet.

Thesis (M.A.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 159-173). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ56194.

Thesis (M.F.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 139 p. Includes abstract.

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 64 p. Vita. Includes abstract. Includes bibliographical references (p. 44-54).

No description available.

Apie 10 -13 metus vaikai peržengia paauglystės slenkstį. Šiame amžiaus tarpsnyje žmogaus vaizdavimas dvimatėje plokštumoje yra sudėtinga ir įgūdžių reikalaujanti užduotis mokiniams. Žmogaus piešimas dvimatėje plokštumoje dažnai tampa problema. Paaugliams įžengusiems į realizmo (pseudorealizmo) stadiją svarbus tampa darbo rezultatas, atsiranda poreikis daiktus vaizduoti “teisingai“, tačiau tuo pačiu mokinys susiduria su plastinės išraiškos galimybių ribotumu. Ši problema mažina mokinių motyvaciją, kūrybinę raišką dailės pamokose. Tyrimo objektas - 10 – 13 metų mokinių motyvacijos skatinimas, kūrybiškumo ir saviraiškos ugdymo galimybės, taikant tikslingus žmogaus figūros piešimo metodus dailės pamokose. Tyrimo tikslas – atskleisti metodus skatinančius kūrybišką žmogaus figūros ir portreto vaizdavimą dailės pamokose. Tyrimo uždaviniai: 1) išanalizuoti specialiąją literatūrą ir išryškinti vaikų vaizdinės plastinės raiškos raidos aspektus; 2) apžvelgti realizmo (pseudorealizmo) stadijos įtaką 10 – 13 metų vaikų vizualiniai raiškai; 3) atskleisti veiksnius ir metodus skatinančius 10 -13 metų mokinių kūrybiškumą ir motyvaciją vaizduojant žmogaus figūrą ar portretą dailės pamokose; 4) pateikti žmogaus kūrybiško vaizdavimo metodus ir taikymo praktikoje galimybes. Hipotezė – tinkamai parinkti metodai ir aktualios temos, atlikimo priemonių įvairovė, technikos, skatina vaikų kūrybiškumą vaizduojant žmogaus figūrą ir portretą piešiniuose. Tyrime dalyvavo 5 – 6 klasių mokiniai... [toliau žr. visą tekstą] / Children step over the threshold when they are 10 – 13 years old. The man painting task on the two – dimensional place is complicated and challenging student’s skills on this teen’s lifetime period. Drawing the man on the two dimensional place often is a problem. In result of the work becomes very important for teenager’s who are on the stage of realism (pseudo realism). They want to paint things “right”, but at the same time students run into limitation of the plastic expression. This problem lessens student’s motivation and creative expression in the lesions. Object of study: 10-13 years old students. 1. Stimulation their motivation. 2. Training pupils creative and self - expression through purposeful figure drawing methods in art lesions. Aim of study – to reveal methods which give an incentive to creative paintings of the man or portrait in the lesions. Tasks of study 1. To analyze special literature and expose students evolution aspects of the visual and plastical expressions. 2. To review the realism influence on the 10-13 teens visual expression. 3. To reveal factors and methods which stimulate 10-13 teens creation and motivation to paint the man or portrait in art lesions. 4. To present creative methods how to paint the man and to give recommendations how it could be aimed practically. Hypothesis – suitable methods and pressing themes, variety of supplies and techniques stimulate student’s creative skills when they draw portrait or paint the figure of the man in... [to full text]

No description available.

The aim of this study was to look at the vocation of the Afrikaans-speaking male between 30 and 40 years within the family, church and society. The following procedure was followed: A base theoretical investigation was undertaken to establish Scriptural perspectives on the subject. The model of Zerfass was used. It was found: The male as representative of God on earth must live in an intimate personal relationship with God. He should therefore be peacemaker, acting in love towards all, even his enemies. A man should accompany his wife as his equal with unconditional sacrificial love so that she is able to grow spiritually. His family should be the highest priority in his daily programme. Metatheoretical perspectives were subsequently obtained from the two disciplines, namely Psychology and Sociology. An empirical study was simultaneously undertaken in order to determine the shortcomings in a man's life. The following conclusions were made: The male between 30 and 40 years-old is in a phase where he critically evaluates certain religious systems and values. The male between 30 and 40 years regards his marriage and family as one of his four "enemies" because it feels as if his family expects too much of him. The male between 30 en 40 years also struggles to maintain a balance between time at work and time with his family. Theoretical guidelines from practice were subsequently established by synthesising the above information in an hermeneutical way. The following guidelines were set: Through the love of Christ a man should be "the salt of lie" to counteract perdition and a "light for this world" to indicate direction in life. A husband should make time for his family in order to spend quality time with them. His behaviour and the way that he communicates with them will show them that he loves them, appreciates them and understands them. A man should do his work as if were doing it for Christ, and not for people. This, however, means that he should work in such a way that he does not lose valuable time that he could have spent with his family. A man must be aware of his own sinful nature and continuously profess his sins before God and his neighbour. This study aimed to give men a vision so that they would have a conception of what it means to be a man of God in a troubled world. / Thesis (M.Th. (Pastoral))--North-West University, Potchefstroom Campus, 2005.

The purpose of this research was to determine to what degree the married male educator experiences role conflict. The study was piloted by means of a literature study and thereafter an empirical investigation. The purpose of the literature study was to identify possible causes of role conflict and the empirical study was to determine the degree of role conflict experienced by the respondents. The problem statement and research objectives were formulated in Chapter 1. the objective of the study was formulated and the method of research was discussed. A study population was determined and the chapter is concluded with the chapter division. Chapter 2 concentrated on a few descriptions that are related to the concept "role". The nature of the role of the man was discussed from a judicial perspective. The chapter was concluded with the nature of the man's role in and outside the home. The nature of the role conflict was discussed in Chapter 3. Concepts such as inter role conflict and intra role conflict received attention. Possible factors that contribute to the experience of role conflict in the married male educator were identified from the literature. These factors that lead to experiencing role conflict are divided into three categories, namely in the family, at work, and in the family and at work. The purpose of Chapter 4 was to empirically determine whether the respondents really experience role conflict as a result of the discussed factors and to what degree role conflict is experienced. The research design, questionnaires as research instrument as well as the composition in the questionnaire was discussed in this chapter. The completed questionnaire was empirically analysed and certain interpretations were formulated from it. A summary of all the chapters was done in Chapter 5, findings were formulated and a few recommendations, based on the findings, were made. The findings indicated that role conflict is indeed experienced by the respondents and that the causes that lead to conflict originate in the family, society and the workplace. It was also found that practical meaningful differences exist between certain biographical data of the respondents and single factors that lead to experiencing role conflict. Minimal sing of these factors is a theme that can receive attention in future research. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.