My skripsie is ‘n beskrywing van die gebruik van collages in ‘n aktiewe en informele leersituasie. Dit beklemtoon collages as strategie in die selfbewuswording van die adolessent. Collages as onderrigstrategie kan veral sinvol gebruik word in Lewensoriëntering. Daarom is my navorsingsvraag: Hoe kan collages gebruik word as ‘n strategie in die selfbewuswording van die adolessennt ? Collages is die kuns om prente of foto’s (selfs tekeninge of skrywe) op papier of karton te rangskik en vas te plak. Kinders en selfs volwassenes vind dit soms makliker om te praat deur middel van prente. Die navorsingsbenadering is kwalitatief met ‘n aksienavorsingsontwerp. Data is versamel deur middel van waarneming en veldnotas in ‘n joernaal en collages. Foto’s is van die collages geneem as deel van datavaslegging. Die data is geanaliseer deur na temas te soek. Uit die temas kon vasgestel word dat collages wel gebruik kan word as ‘n strategie om selfbewuswording van adolessente te fasiliteer. / Ms. H. Krige

No description available.

Today educators are faced with the task of shifting the aim of education from that of teaching subject matter to that of providing experiences that are effective in stimulating wholesome personality development. With this in mind the writer was interested in providing opportunities and experiences for the development of efficient, balanced, harmonious, dynamic personalities, and in observing the relationship existing between these factors, social acceptance, home environment or socio-economic status, and the intelligence quotient, and the effects of these relationships upon the child's school success or academic status.

The purpose of the study is to discover the maladjusted children in one first-grade classroom; to diagnose the behavior problems of the pupils by means of the case study procedure; to present methods of remedial treatment to eliminate the maladjustment; to set up a guidance program that will help individual maladjusted children adjust themselves; to provide information that will he useful to teachers in dealing with maladjusted children.

The purpose of the present study was to provide validation for Levinson's theory about pets and human personality development. Levinson (1978) proposed that the personality development of individuals who have pets to which they are attached differs from that of those who do not have pets and that pets play an important role in facilitating the development of certain adaptive personality traits. In the present study, specific areas that were addressed included differences in certain personality characteristics between life-long pet owners who were strongly attached to their pets, life-long pet owners who were less strongly attached to their pets, and people who had owned pets for only a limited period of time in their lives. One hundred undergraduates completed the Pet Attitude Scale, the Tennessee Self Concept Scale, the Personality Research Form - Form E, the Hogan Empathy Scale, the Fundamental Interpersonal Relations Orientation - Behavior (FIRO-B), and the IPAT Anxiety Scale Questionnaire. No significant differences were found between the three pet owner groups in levels of affiliation with other people, impulse control, nurturance, succorance, capacity for empathy, and anxiety levels. In addition, no significant differences were found between the three pet owner groups in interpersonal behavior characteristics or self-esteem. Concurrent validity was shown between membership in the different pet owner groups and positive attitudes toward pets as measured by the Pet Attitude Scale. As predicted, the most attached life-long pet owners reported more positive attitudes toward pets than the least attached life-long pet owners or the limited-time pet owners.

Leaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one typically dominates, one supports, and one tends to impede our behaviors and motives. Through an understanding of one’s variants and order of preference, it is possible to increase self-awareness of our motives and behaviors. While the IVQ proposes to measure one’s preferred order of variants, no formal test of reliability and/or validity was found published prior to this study. The purpose of this study was to test the reliability and criterion-related validity of the IVQ. Reliability was tested using Cronbach’s alpha.Results indicated alpha values between .82 and .85 for the three variants measured,suggesting internal reliability.Validity was tested using data collected from a 120-person sample. The instrument’s results were compared to self-reported primary variant types obtained from those who had a high confidence level in accurately identifying their most dominant type. The IVQ was found to be a strong predictor of the three self-reported variant types. Three binary logistic regression models were run. Omnibus tests were significant for all three models at the p < .001 level (self-preservation chi-square statistic = 82.57, social chi-square statistic = 56.47, and sexual chi-square statistic = 51.77). A multinomial regression model, using self-reported dominant types as the dependent variable and IVQ scores as the independent variable, confirmed predictability of the IVQ. When z-scores were obtained based on the classification hit-rates from all four independent models, classification accuracy was found to be a significant improvement over guessing. Further analysis also suggested age, gender, marital status, education level, or number of years spent studying the Enneagram do not factor into IVQ results. Support for the IVQ to beused as a tool by leaders to better understand themselves and their followers is presented. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

by Leung Alice. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 51-57). / Abstract and questionnaire also in Chinese. / Abstract --- p.ii / Acknowledgment --- p.iv / Table of Contents --- p.v / List of Tables --- p.vi / List of Figures --- p.vii / List of Appendix --- p.viii / Introduction --- p.1 / Method --- p.16 / Results --- p.25 / Discussion --- p.41 / References --- p.51 / Appendix --- p.58

Thesis (M.A.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 63-64.

Thesis (M.S.)--Brigham Young University. Dept. of Recreation Management and Youth Leadership, 2005. / Includes bibliographical references (p. 80-90).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes abstract. Includes bibliographical references (leaves 215-229).