The Sustained Investigation is a student-directed body of work completed as a requirement of the AP Studio Art (APSA) course. This work involves three audiences: students themselves, their teachers, and AP readers who evaluate their portfolios. Students must consider not only the personal meaning and relevance of their work, but the extent to which that significance can or should be communicated to these outside viewers. Teachers are faced with a related challenge: to guide students through work that is essentially self-defined. The purpose of this research was to document teacher, student, and reader descriptions of the pursuit of worthwhile ideas as they relate to the perceived goals and purposes of the Sustained Investigation. This research was undertaken as a collective case study involving interviews of APSA teachers and students across four school sites, as well as a selection of readers. Findings indicate that the term idea might describe a range of approaches to organizing a body of work, including themes, concepts, political stances, feelings, and other sources or motivations. Furthermore, this work often reflects multiple concurrent ideas, involving primary and secondary goals for one’s work. The development of ideas was often linked to a nonlinearity of practice; ideas were clarified through the process of making rather than beforehand. Respondents indicated that ideas should be meaningful to the creator, largely relating meaning to personal relevance. Meaning might be pursued by selecting topics of personal significance, developing individual creative processes, or reflecting on this experience as an opportunity to fully embody the role of artist. Meaningful ideas were differentiated from successful ones. Notions of success were defined in terms of the degree of internally and externally imposed challenge involved in this endeavor. Participants agreed that students should be considered the primary audience for their own work. For some students, awareness of readers motivated them to take on challenging work, but this awareness did not influence their choice of central ideas. The findings of this study, particularly the nuance in distinctions between idea, meaningful idea, and successful idea, may be useful in informing pedagogical and creative practice in the AP program and beyond.

No description available.

The study was designed to explore and describe the relationship between young adults' sense of meaning and purpose in life and the experience of depression. The relationship between the existential constructs of meaning and purpose in life, assessed using Reker's (1992) Life Attitude Profile - Revised (LAP-R) instrument, and depression, assessed using Beck's Depression Inventory (BDI), was explored in young adults.

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / This study had two main objectives: Firstly, to investigate the relationship between existential meaning-in-life and racial prejudice amongst students at Stellenbosch University; secondly to investigate how quantifiable aspects of existential meaning-inlife relate to each other to determine existential meaning-in-life in a clear, quantifiable way. The study was conducted on an ad hoc-sample of 149 students from Stellenbosch University. Relevant existential theories were reviewed in order to extract quantifiable aspects of existential meaning-in-life. The following Scales were used to measure these aspects: The Self-Transcendence Scale of the Temperament and Character Inventory; the Conformity Scale; the Self-Reflectivity subscale of the Self-Consciousness Scale; the Interpersonal Reactivity Index; the Allport-Vernon-Lindzey Study of Values; and the Purpose in Life Test. A principal components analysis revealed that conformity did not relate adequately to the other variables. The following underlying dimensions of existential meaning-in-life emerged: Self-Absolution, Life Appreciation and Existential Self-Transcendence. These dimensions were entered into multiple regression analyses to predict the respective subscales of the Color-Blind Racial Attitudes Scale (COBRAS), which was used to measure racial prejudice. Regression analyses showed Self-Absolution to predict scores on Subscale A of the COBRAS, Life Appreciation predicted scores on Subscale B, and all the dimensions predicted scores on Subscale C. Gender differences in the relationship between predictor variables and outcome variables emerged. It was found that this relationship was considerably weaker in women, if not absent: Only Self-Absolution was found to predict scores on Subscale C, while none of the underlying dimensions could predict scores on any of the other subscales. Gender differences on other variables also emerged, suggesting that the underlying dimensions of existential meaning-in-life may differ between genders. The results of this study, as well as its limitations are discussed, as are recommendations for further study.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-17T10:41:48Z No. of bitstreams: 1 Flávio Eduardo Cristino da Costa.pdf: 1023914 bytes, checksum: a94e552d17df0d2bb0886e702968d047 (MD5) / Made available in DSpace on 2017-04-17T10:41:54Z (GMT). No. of bitstreams: 1 Flávio Eduardo Cristino da Costa.pdf: 1023914 bytes, checksum: a94e552d17df0d2bb0886e702968d047 (MD5) Previous issue date: 2017-04-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation aims to present a perspective of the so well studied totality in the literary and aesthetic debate, with emphasis on the Theory of the novel and on the Soul and form, from the young Lukács, and on the Benjaminian esssays. The effort of this project, however, does not manifest itself exclusively through a specific philosophical glossary, but it is also in the exposition of the elements that compose the totality, in the constellation of themes and images that permeate this subject of the epic, and specially with regard to the their consequent fragmentation. That is to say, in this context it is essential to have in mind the established relation between the epics of Greek antiquity (the epos of the totality) and the development of its dimensions throughout the historical process. The two main leitmotif of this text are nostalgia and the sea: the first consists in the longing for the meaning of totality, the nostalgia of the sense of wholeness of which modernity is abandoned, the second is a metaphor for the flow of narratives and metaphor for the relationship between the divine/unknown over the human / Essa dissertação tem o objetivo de apresentar uma perspectiva da tão estudada totalidade no debate literário e estético, com ênfase n’A teoria do romance e n’A alma e as formas, do jovem Lukács, e nos ensaios benjaminianos. O esforço desse projeto, entretanto, não se manifesta exclusivamente através de um glossário filosófico específico, mas está também na exposição dos elementos que compõem a totalidade, na constelação de temas e imagens que permeiam este assunto do epos, e sobretudo no que se refere às suas consequentes fragmentações. Isto é, nesse contexto é imprescindível ter em vista a relação estabelecida entre as epopeias da antiguidade grega (o epos da totalidade) e o desenvolvimento de suas dimensões ao longo do processo histórico. Os dois grandes fios condutores desse texto são a nostalgia e o mar: a primeira consiste na saudade do sentido da totalidade da qual a modernidade está desamparada, o segundo se trata de metáfora para o fluir das narrativas e metáfora para a relação entre o divino/desconhecido frente o humano

Thesis (Ph. D.)--Graduate Theological Union, 2002. / Includes bibliographical references (p. 269-273). Also available on the Internet.

This thesis examines Judith Butler's account of performative agency in relation to its critics, in particular, the question of whether Butler's thesis disavows materiality and thereby agency. These questions are answered by reading Butler's work through the work of Merleau-Ponty, in particular, by comparing Butler's account of performative agency to Merleau-Ponty's account of bodily intentionality. It is argued that a common ground underlies these featured concepts. I identify this common ground through the institution of the concept "simultaneity" to express a relationship of reciprocity between meaning and materiality through which ontological and epistemological significance is, reciprocally, sedimented and transformed; stabilised and destabilised.

Thesis (Revise). / Includes bibliographical references.

Thesis (Ph.D.)--University of Edinburgh, 2000.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4030. Adviser: William Kinderman. Includes bibliographical references (leaves 261-272) Available on microfilm from Pro Quest Information and Learning.