This study supported Schon's notions of reflective practice as being applicable to teachers involved in teaching physical activities in the context of unforgiving learning environments and specifically to teachers in the sport diving community. According to Schon, one's ability to recognize patterns and act effectively and efficiently in situations of uniqueness and uncertainty depends upon one's capacity to frame problems. In doing so, one draws upon a repertoire of past experience arid ways of capturing that experience which enables the development of the ability to reframe problems in light of information gathered from the direct experience. Reframing occurs through the processes of reflection-in-action and reflection-onaction and is a response to an internal dialogue related to the action setting, in which something has not happened as expected, thus producing a curious or intrigued response. A number of issues specific to teacher reflection in unforgiving learning environments emanated from the analysis of one sport diving teacher engaged in teaching an entry-level sport diving course which involved three different teaching environments (the classroom setting, the confined water [pool] and open water [ocean] environments). Three research questions guided the analysis. In answer to the first research question: What factors do sport diving practitioners reflect upon in each of the three environments? six reflective themes were identified in this case study with five being common across the three teaching environments and the remainder being specific to the classroom environment. The common themes were: a trusting relationship, the necessity of teacher control, to see the 'unforgivingness' of the environment, learning from one's practice, challenges to one's practice and understanding one's practice. In answer to the second research question: What influences the reflective process? the analysis revealed thirteen underlying or influencing factors or dispositions across the three teaching environments with eight of them being common to either two, or all three, of the environments. In answer to the third research question: What is the nature of sport diving practitioners' reflective practice? five categories have been used to address the analysis: 1) across environment related, 2) classroom and confined water (pool) related, 3) confined water (pool) and open water (ocean) related 4) classroom and open water (ocean) related and 5) specific to one environment. The reflection process documented in this study suggested that Schon's notion of reflective practice is very applicable to the professional development of sport diving as his conception of reflection applies to the three areas of teaching which exist in unforgiving learning environments: the problem solving disposition of teacher reflection, the learning from one's practice, and the probing of internal dialogue. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study aims to explore how the art student teaching seminar can serve as a space for inquiry and reflection, and how student teachers process their experiences, negotiate personal meanings, and understand teaching complexities through inquiry based methods. The overarching question in this research study asked: How might participation in an inquiry based seminar impact the meaning student teachers make from their practicum experiences? In order to address this main question, I employed three sub-questions: How do art student teachers perceive and describe their teaching field experiences in a seminar space? What kinds of inquiry activities can facilitate reflection with art student teachers? How do art teachers relate to and value inquiry based methods of reflection?I approached these questions through a constructivist framework that supports the idea that individuals actively construct and reconstruct their own understandings, meanings, and ultimately knowledge of the world through experience and reflection upon these experiences. Utilizing a case study methodology I designed a multi-case qualitative study that aimed to interpret the student teacher seminar through the experiences of four art student teacher participants. I was the facilitator of the student teaching seminar course at a large, public university in the Southwestern United States and the art student teachers and I met roughly every two weeks, over the course of a 16 week semester, on the university campus. I implemented a scaffolded, inquiry based curriculum which offered a variety of methods aimed to encourage inquiry and promote reflection amongst student teachers. Research data consisted of seminar audio recordings, participants' written journal entries, participants' artworks, and my reflective researcher notes. Employing narrative data analysis I constructed a case for each participant using the assignments as both chronological organization and categorical scaffolding for the arrangement and presentation of the data. I then compared the individual cases to identify similarities and differences within the whole. My analysis of research findings indicated the following: First, student teachers identified personal concerns related to affective awareness, vulnerability from uncertainty, desire for efficacy, and identity confusion during their student teaching experiences. Second, written forms of inquiry produced evidence of open-mindedness and responsibility amongst student teacher participants, while artistic forms of inquiry yielded evidence of wholeheartedness and self-knowledge amongst student teacher participants. Third, the data indicated that although benefits could be located in written inquiry, participants attached little value or meaning to this method; whereas, artistic inquiry was perceived as an especially impactful and meaningful method of inquiry by student teacher participants. Overall, the student teaching seminar served as a space where student teacher participants shared stories, described contexts, identified issues, navigated tensions, and exhibited personal and insightful developments that demonstrated reflective learning connected to self-understanding and personal growth. Implications for the research suggest that facilitators of such a course should have a concentrated awareness of the constraints of the seminar structure; approach problem exploring rather than problem solving techniques with teacher candidates; and that there is an acute need for supportive and safe spaces for student teachers to process their experiences through multiple methods. This study generated detailed insight into art student teachers' unequivocally unique, yet fundamentally shared journeys, in processing, negotiating, and ultimately understanding their practicum experiences. Keywords: student teacher, seminar, inquiry, reflection, artmaking, art education

This study examines the situation for generational conflict in terms of co-residence between the aging parents and their adult children in Korea. It investigates the history and problems of the intergenerational bond in Korean society and the Korean Church based on a hierarchical relationship. The study proposes a Christian approach about the intimate intergenerational relationship. In addition, it suggests the Church Round Table as a method for resolving the conflict. To develop this study, two kinds of methods, the first advocated by D Browning (1991) and the second by Rubin and Rubin (1995), are adopted. In traditional Korean society, the duty of family members to care for the elderly is a concept known as filial piety. It has been commonly assumed that elderly people are expected to depend on their children in their old age. However, during the past decades, Korea has experienced dramatic social restructuring. This rapid modernisation and industrialisation in Korea has deprived the elderly of many important family and social roles. Whereas the elderly, who had hardly prepared for their own well being, expect to live together under their children’s care, the adult children do not want to give full support to their parents, resulting in intergenerational conflict for family support. To create an intergenerational relationship with open dialogue, communicability is needed to resolve the conflict between the aging parents and the adult children, namely the communicability of the Church Round Table, as adapted from the story of King Arthur’s Round Table. The Church Round Table has three key issues: kenosis, equality, and reconciliation within all three participates: the aging parent, the adult child, and a pastor. In rule-governed interpersonal interaction by three issues, this thesis has developed by proposing the Church Round Table as place to resolve intergenerational conflict between them. To accomplish the claims, theoretical background and practical strategies are addressed in this study. / Thesis (PhD (Practical Theology))--University of Pretoria, 2007. / Practical Theology / unrestricted

Behavioural economics has established that cognitive biases such as the overconfidence bias impact managerial decision-making. Literature has also shown that different levels of management require different skills, values and decision-making processes and styles. It would likely follow that cognitive biases would impact different levels of management in varying ways. This research seeks to expand on current literature in drawing on principles of behavioural economics to further investigate the overconfidence bias and its relationship with different levels of management. This research also seeks to explore whether cognitive ability or reflection can further explain any relationship between overconfidence and level of management. A sample of managers at professional services firms was surveyed using various assessments of overconfidence. Utilising statistical techniques, it was found that in fact there were differences in overconfidence between levels of management. Specifically, middle management appeared to display different overconfidence tendencies than upper and lower management levels. The relationship between cognitive ability, level of management and the overconfidence bias also appeared to be significant enough to warrant further investigation. The results also showed insight into problems with the current definitions of overconfidence. Based on the findings, this study concludes by providing several business and academic recommendations. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Crystallographic complex reflection groups are generated by reflections about affine hyperplanes in complex space and stabilize a full rank lattice. These analogs of affine Weyl groups have infinite order and were classified by V.L. Popov in 1982. The classical Braid theorem (first established by E. Artin and E. Brieskorn) asserts that the Artin group of a reflection group (finite or affine Weyl) gives the fundamental group of regular orbits. In other words, the fundamental group of the space with reflecting hyperplanes removed has a presentation mimicking that of the Coxeter presentation; one need only remove relations giving generators finite order. N.V Dung used a semi-cell construction to prove the Braid theorem for affine Weyl groups. Malle conjectured that the Braid theorem holds for all crystallographic complex reflection groups after constructing Coxeter-like reflection presentations. We show how to extend Dung's ideas to crystallographic complex reflection groups and then extend the Braid theorem to some groups in the infinite family [G(r,p,n)]. The proof requires a new classification of crystallographic groups in the infinite family that fail the Steinberg theorem.

The purpose of the study is to study, from a teacher's perspective, how music teachers describe how they identify success factors for good musical learning environments in music teaching as well as what teachers need to be able to implement it.. The study has a hermeneutic perspective with the hermeneutic circle as a concept. To study how music teachers reflect and reason about success factors and learning, a qualitative semistructured interview study with music teachers who work at secondary school and high school were conducted. Previous research reports on various factors that influence music education from different perspectives such as teacher education, student, music teacher and evaluation perspectives. Results show that the music teachers are satisfied with their teaching situation in many ways and at the same time they see opportunities for improvement. Improvement opportunities that can be difficult to obtain. The discussion clarifies similarities between the previous research but also differences in how the Swedish music teacher works with student focus as a priority. The discussion provides suggestions for further research on the subject where the researcher sees further research on whole and half class in music education and how students view the quality of music education within it.

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Zoltán Gárdonyi is described as having exemplified “the continuation of the Liszt tradition” in his music; however, since for so much of his compositional life he was forbidden to publish by the Communist government in Hungary due to his connection to the Christian church, he has been largely forgotten. Shortly after the composer’s death in 1986, Gárdonyi’s son, Zsolt (b.1946) began publishing his father’s music in addition to his own. However, the elder Gárdonyi’s works are still not widely known outside Hungary and Germany. Gárdonyi’s ability to support and reflect text musically makes his songs excellent teaching tools and recital repertoire. A characteristic example of this may be found in his Fünf Lieder nach Gedichten von Rainer Maria Rilke. According to his son, Zoltán wrote these songs “in the German romantic tradition (e.g. Brahms) like a mirror for the romantic influenced lyrics.” Examination of the Rilke-Lieder, and of the poems which make up the cycle, demonstrates the composer’s ability to “mirror” text in both general tone and specific idea. Discussion of imagery, textures and sonorities, and elements of harmony, melody and rhythm as they relate to interpretation of the poetry, reveal the depth to which the poetry is embedded in the music of the songs. At times the piano becomes another “narrator” or even a character in the poems, expressing not only text but subtext as well. This document explores the illustration of the extensive imagery of Rilke’s texts in the music of Fünf Lieder nach Gedichten von Rainer Maria Rilke, with the purpose of both introducing Gárdonyi’s song literature to American singers and voice teachers, and making the case for its inclusion in the canon of repertoire for the studio and the stage.

[pt] A presente dissertação é uma investigação acerca da validade universal do juízo do belo, tratado por Kant na Critica da faculdade do juízo. Tal investigação se faz necessária para esclarecer a proposta kantiana sobre um juízo que é singular, fundado no sentimento de prazer, mas que ergue uma pretensão à validade universal. Para dar conta da universalidade do juízo do belo, a dissertação lida com as duas Introduções, a primeira e a publicada, e com a Analítica do belo. Ela procura explicitar as razões pelas quais Kant fundamenta o juízo do belo no sentimento de prazer. Esse sentimento envolve as faculdades cognitivas da imaginação e do entendimento, faculdades que, no caso do juízo do belo, estão como que num jogo livre. Esse jogo livre é possível porque o juízo acerca do belo é um juízo reflexivo, que não parte de conceitos, mas do singular dado e vai procurar um conceito para esse singular. Nesse sentido, justificar a validade universal do juízo do belo é o desafio principal e o objetivo da dissertação. / [en] This dissertation is an investigation about the universal validity of the judgment of the beautiful, as treated by Kant in his Critique of Judgment. Such investigation is needed to clarify the Kantian proposal for this judgment that is singular and grounded on the feeling of pleasure, which raises a claim for its universal validity as well. To be able to manage the universality of the judgment of the beautiful, this work deals with the two Introductions, the first and the published one, and with the Analytic of the Beautiful. It seeks to explain the terms in which Kant grounds the judgment of the beautiful over the feeling of pleasure. In the case of the judgment of the beautiful the cognitive faculties of imagination and understanding are in a free play. This free play is possible because the judgment of the beautiful is a reflective judgment, which doesn t come from concepts but it actually must seek a concept for the singular given. In this sense, to justify the universal validity of the judgment of the beautiful is the main challenge and purpose of this dissertation.

Research indicates that making time for effective reflective practices could assist professionals to overcome stressful challenges and enhance learning. Educational psychologists also experience stressful challenges which can negatively impact on the quality of their services. The purpose of this study is to provide insight to the problem statement: Investigating the value of reflection for educational psychologists in private practice. A multiple case study design was utilised. The purposefully selected sample was composed of three educational psychologists in private practice based in Gauteng, South Africa. The data collection methods included semi-structured interviews, reflective journal entries and weekly verbal feedback. Using an interpretive approach, the analysis and interpretation of findings were categorised into five themes: (a) The use of reflective practices in educational psychologists’ private practice, (b) Content of reflections of educational psychologists in private practice, (c) Challenges when reflecting, (d) The influence of reflection in private practice, (e) The value of reflection in private practice. Time management, content and convenience were some of the major challenges experienced by all the participants. The value of reflective practice within an educational psychologist’s private practice included acting in the best interest of the client, facilitating change, meaning making and developing an inner reflective voice. This research revealed that novice educational psychologists needed a structured method of reflecting. Experienced psychologists emphasised the need for a sustainable, integrated method of reflection. Recommendations are offered for educational psychologists in private practice, for training, and for further research possibilities. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted