<p> As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students&rsquo; ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation&rsquo;s were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students&rsquo; ESI.</p>

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains xxvi, 286 p. Includes abstract. Includes bibliographical references (p. 266-286).

This thesis considers the phenomenological experience of e-reading (reading on an electronic screen) as a way-in to discussing wider issues of technology and our encounter with objects in our environments. By considering the resistance shown toward reading on iPads and Kindles in popular and academic discourse as a source of valuable “folk phenomenological” report, this thesis hopes to shed light on both the particular engagement of portable e-reading and the general experience of embodied encounters with artefacts. The first chapter will consider the shortcomings of contemporary definitions of technology and aims to provide its own definition commensurate to the task of describing the intimate and very human encounter with equipment, an encounter which will be described as “technological.” In the second chapter an ontology (begun in the background of the first) will be developed which primarily considers our encounter with things that are as embodied as ourselves. This ontology sees evolution as an epistemological concern, with every evolutionary act occurring as a response to environmental pressures and producing a knowledge of that environment. This knowledge, it will be argued, in light of conclusions drawn from an engagement with Object Oriented Ontology, can be tested only via repeatable successful action with that which might be known. Such evolutionary concerns, it will be further argued, are equally applicable to our artefacts. The third chapter will focus on metaphor and critical theory to consider how e-reading in particular might function as a material metaphor, enabling productive thought. It will conclude with readings of three texts which put the language of all three chapters to work. This thesis draws on several fields, including Critical Theory, Cognitive Neuroscience, Evolutionary Epistemology, and Philosophy, the bringing together of which is intended to be of use to the still emerging Digital Humanities and the work's home discipline of English Studies as it gets used to the substantial alterations in the substrate of its object of study.

published_or_final_version / Architecture / Master / Master of Architecture

Τα Πνευματικά του Ήρωνα (1ος αιώνας μ.Χ.), προϊόν μακράς παράδοσης. Στην εισαγωγή του έργου εκτίθεται το θεωρητικό υπόβαθρο που υποστηρίζει τη λειτουργία των διατάξεων που παρουσιάζονται στη συνέχεια, αλλά και υποστηρίζεται πειραματικά από ορισμένες. Η δομή του έργου ακολουθεί τη δομή του ολοκληρωμένου μαθηματικού λόγου της κλασικής αρχαιότητας, προσαρμοσμένο κατάλληλα. Θέματα που αναδεικνύουμε είναι: Η ολοκλήρωση της αρχής των συγκοινωνούντων δοχείων με την αυστηρή απόδειξη του αντίστροφου της πρότασης του Αρχιμήδη για τη σφαιρικότητα της επιφάνειας του ηρεμούντος υγρού. Η πειραματική απόδειξη της υλικότητας του αέρα. Διαδικασία που εναρμονίζει το πείραμα με προϋπάρχουσα θεωρία. Η πειραματική απόδειξη της ελαστικότητας του αέρα, ο οποίος μέχρι και τον Αριστοτέλη θεωρείται ασυμπίεστος, καθώς και της ύπαρξης κενού σε μακροσκοπική κλίμακα. Θέση που υποστηρίζεται πειραματικά από τρείς διαφορετικές διατάξεις. Η εξέλιξη της θεωρίας της αναθυμίασης (δημιουργία των ανέμων), προσθέτοντας στη φωτιά την ιδιότητα (δυνατότητα) δημιουργίας κενού. Η πειραματική (με τη διάταξη Ι.23) επαλήθευση της θέσης (που ανάγεται στον 5ο π.Χ. αιώνα) ότι τα ρευστά εναλλάσσονται στον ίδιο χώρο κατά ίσους όγκους. Μέσα από τα θέματα αυτά και την ανάδειξη των διατάξεων που τα υποστηρίζουν, επισημαίνουμε την ενσυνείδητη αποκατάσταση ενότητας θεωρίας και πράξης, ενώ φέρνουμε στο φως μια όχι ιδιαίτερα προσεγμένη κατηγορία διατάξεων αυτή των πειραματικών. / Heron’s (1st century A.D.) Pneumatics is the product of a long tradition. In the introduction to the work the theoretical background which explains the functioning of the devices which are analysed later in the work is presented. At the same time it is endorsed experimentally by some of them. The structure of the work follows that of the integrated mathematical language of classical antiquity, but appropriately adapted to the task at hand. The subjects which are highlighted are the following: The completion of the proposition of communicating vessels with the rigorous proof of the inverse of Archimedes’ proposition for the sphericity of the surface of liquids in rest; the experimental demonstration of the corporeity of air, a procedure that harmonises the experiment with a pre-existing theory; the experimental demonstration of the elasticity of air, which, until Aristotle, had been considered to be incompressible, as well as the existence of the macroscopic vacuum, a position which is supported by three different experimental devices; the evolution of exhalation theory (wind creation) adding to fire the property of being able to create a vacuum; the experimental verification (by means of device I.23) of the position (dating from the 5th century BC) that liquids alternate in the same space in equal volumes. Through these issues and the examination of the devices that support them, we draw attention to the conscious unification of theory and practice, while we also bring to light a rather neglected area, that of experimental devices.

Die Welt wird beherrscht durch Veränderung. Von den kleinsten Elementarteilchen bis zu den größten Galaxien kann man ein Entstehen und Vergehen beobachten. Diese Regel schließt auch die lebende Materie mit ein. Wir sehen Bäume wachsen oder das Getreide auf den Feldern reifen und wir müssen erkennen, daß auch wir, die Menschen, diesem Gesetz der Veränderung, dieser Vergänglichkeit unterliegen....