Spelling suggestions: "subject:"hought."" "subject:"athought.""
591 |
Experiences of the recipients of Reach For A Dream Foundation projects / Debra Anne MyburghMyburgh, Debra Anne January 2014 (has links)
In children, life-threatening illnesses (LTIs) present with both physical and psychosocial side
effects, which seem to contribute to the perpetuation of hopelessness and fear among the
children and their families. Children with LTIs often experience regular and painful treatment
routines. A LTI not only impacts on the child but also on the family. LTIs put families in a
critical and vulnerable situation, evoking emotions such as shock, disbelief and fear. Hope
and coping strategies appear to be crucial for both children and their families when facing the
effects of a LTI on a child. While medical intervention strategies are used to alleviate
physical side effects, psychosocial intervention strategies (as referred to in this research
study) that are focused on improving the well-being of the child and family, appear to be
limited. Psychosocial interventions are defined as any intervention that emphasizes
psychological or social factors, rather than biological factors. Psychosocial intervention
strategies, such as „dream-come-true‟ projects, appear to ameliorate distress, offer respite,
decrease isolation, empower individuals, increase self-confidence and give the children
unique opportunities to connect with their families in a positive, normal way. Such a
psychosocial intervention strategy is offered by the Reach For A Dream Foundation (RFAD)
in South Africa. The experiences of the recipients of RFAD „dream-come-true‟ projects were
the focus of this study. The goal of this research study was to study the „dream-come-true‟
psychosocial experiences of children/adolescents and their families, by means of a narrative
enquiry design. This design allowed participants to tell their stories truthfully, giving the
researcher the opportunity to immerse herself in the personal experience of each participant.
Participants were purposively, and then randomly, selected from an RFAD client list. A
total of six children/adolescents, between the ages of 8 and 18 years, were randomly selected
from Johannesburg and the surrounding areas. The children/adolescents and both parents
were interviewed, except for one father who was not present (17 participants in total).
Child/adolescent interviews included the use of fun, tactile emotive cushions to assist the
participants to recognize emotions they had felt „pre-dream‟, during the „dream‟, and „postdream‟.
Semi-structured, individual in-depth interviews were used to interview parent
participants. The parent‟s story was not interrupted, thereby providing the opportunity for a
fluid narrative. In addition to interviews, the researcher made field notes of the participant‟s
reactions, body language and emotions after each interview. All interviews were recorded and
transcribed. Tesch‟s (1990) approach was used to identify, analyse and report patterns within
the data. The findings of this study suggest that intervention strategies improve emotional
health and overall wellness in participants. „Pre-dream‟ feelings of fear, sadness, loneliness
and a lack of normality in everyday life, were prominent themes. Participating parents
expressed anger, helplessness and guilt about being unable to help their children.
During the „dream-come-true‟ experience, the predominant themes that emerged were
excitement, amazement and gratitude. The theme of disbelief in the reality and experience of
the „dream‟ was also prominent. „Post-dream‟, the participants reported a more positive,
confident and hopeful outlook. This research appeared to yield some important information
on the possible benefits of psychosocial intervention strategies, as they seemed helpful in
addressing the challenges presented by LTIs in children/adolescents. / MA (Psychology), North-West University, Potchefstroom Campus, 2015
|
592 |
A study of perceptions of evil as they arive from epistemologies and worldviewsGalloway, Ronald Gordon 31 March 2006 (has links)
No abstract available / Systematic Theology and Ethics / D. Th.(Systematic Theology)
|
593 |
Beyondism : the thinking of Raymond Bernard Cattell (1905-1998) on religion, and his religious thoughtLotz, Magrietha Aletha Cornelia Magdalena 11 1900 (has links)
Having gained a particular understanding of religion from his anthropological knowledge and
psychological research, Raymond B Cattell claims that morality and ethics could be motivated
scientifically. He further postulates that the results of scientific research could be implemented
effectively to thwart the modern trend of moral collapse. Consequently Beyondism is presented
as a religion from science, working from without inward by starting from the outer reality and
moving inward to intention. Beyondism is based on the acceptance of evolution as the prime
process in the universe. It differs greatly from other alternatives to revealed religion such as
humanism and existentialism.
This study explores Cattell’s views on religion, epistemology, cosmology and morality, reflecting
his Darwinian approach of evolutionary advance and cooperative competition. The evaluation of
the viability of the idea of religion from science is performed by means of Ken Wilber’s systems
theory and JS Krüger’s conditionalist criteria for religion.
Read in the light of his work on personality, intelligence, heredity and environmental influence,
his approach to genetics is considered outside the fashionable opinion by which his views have
suffered negation, misrepresentation and rejection. Considering recent scientific and social
developments, his authentic research and visionary interpretation could be of value not only in
the field of psychology, but also in the study of religion. / Thesis (M. Th. (Religious Studies))
|
594 |
Det kommer med tiden : från lärarstudent till matematiklärarePersson, Elisabeth January 2009 (has links)
The main purpose of this thesis is to investigate how future pre- and primary school mathematics teachers change their approaches to mathematics and mathematics education during their subject studies, and also how this view has affected their teaching of mathematics after graduation. A qualitative interview method was used in combination with observations, notes, sound recordings, video recorded mathematics classes and materials produced by the teacher in order to answer the research questions. The research was carried out in two parts.The institutional theory has been used as theoretical framework throughout. This perspective was supplemented by a design theoretical perspective in part two.In the first investigation it became clear that the language used by the students is under change, and that they use terms from the national curriculum as well as the aims of the programme syllabus when they discuss mathematics teaching. The results from the observations later show that four out of five of the teachers have a clear connection to the sort of teaching they said they want to conduct, in that there is a clear relationship between the sort of teaching that they claim to perform and the sort of teaching they actually perform. From the overall results, it is apparent that teachers one year after graduation describe that they feel well prepared for teaching mathematics in preschool and primary school. This is interesting in the light of their dissatisfaction with the limited emphasis on concrete recommendations and "tips" directly after their graduation. In fact, the teachers said that in practice it turned out that their education provided a more stable and secure foundation than they described it to be shortly after having completed their mathematics studies. They say that during their education they developed knowledge and skills that enabled them to be better prepared for their future work roles than they believed themselves likely to become. / Disputationen sker den 2009-10-16, Tillbergsalen, Campus Konradsberg, hus T, Rålambsvägen 32, Stockholm, 10:00
|
595 |
Mental filesGoodsell, Thea January 2013 (has links)
It is often supposed that we can make progress understanding singular thought about objects by claiming that thinkers use ‘mental files’. However, the proposal is rarely subject to sustained critical evaluation. This thesis aims to clarify and critique the claim that thinkers use mental files. In my introductory first chapter, I motivate my subsequent discussion by introducing the claim that thinkers deploy modes of presentation in their thought about objects, and lay out some of my assumptions and terminology. In the second chapter, I introduce mental files, responding to the somewhat fragmented files literature by setting out a core account of files, and outlining different ways of implementing the claim that thinkers use mental files. I highlight pressing questions about the synchronic and diachronic individuation conditions for files. In chapters three and four, I explore whether ‘de jure coreference’ can be used to give synchronic individuation conditions on mental files. I explore existing characterisations of de jure coreference before presenting my own, but conclude that de jure coreference does not give a useful account of the synchronic individuation conditions on files. In chapter five, I consider the proposal that thinkers must sometimes trade on the coreference of their mental representations, and argue that we can give synchronic individuation conditions on files in terms of trading on coreference. In chapter six, I bring together the account of files developed so far, compare it to the most developed theory of mental files published to date, and defend my account from the objection that it is circular. In chapter seven, I explore routes for giving diachronic individuation conditions on mental files. In my concluding chapter, I distinguish the core account of files from the idea that the file metaphor should be taken seriously. I suggest that my investigation of the consequences of the core account has shown that the file metaphor is unhelpful, and I outline reasons to exercise caution when using ‘files’ terminology.
|
596 |
Nasr Hamid Abu Zayd and the limits of reform in contemporary Islamic thoughtOweidat, Nadia January 2014 (has links)
This thesis examines in depth the thought and ideas of the Egyptian intellectual Nasr Hamid Abu Zayd as a representative of modernist Isalmic thought. In unpacking and analysingAbu Zayd’s ideas, this thesis focuses on five major issues: shari‘a, Islam and politics, the Arab-Islamic heritage, history, and the issue of women’s rights. This thesis argues that Abu Zayd’s thought suffers from some of the same weaknesses he attacked in traditional and Islamist thought. By focusing on Abu Zayd I not only contribute to understanding a major intellectual in contemporary Islamic thought but also shed light on his wider intellectual family.
|
597 |
Repetitive negative thought and anhedonia : a systematic review (literature review) ; Repetitive negative thought and reward sensitivity (empirical paper)Burrows-Kerr, Ruth January 2015 (has links)
Literature Review: Anhedonia, the loss of interest or pleasure in usually pleasurable activities, is a core symptom of depression and is associated with a reduction in positive affect (PA). Repetitive negative thought (RNT) is implicated in the development and maintenance of psychiatric disorders. It has been hypothesised that RNT causally contributes to anhedonia. The aim of this review was to explore this relationship to answer two questions: Is there a relationship between RNT and anhedonia? Does RNT causally contribute to anhedonia? Review inclusion criteria were: studies using standardised measures to report a relationship between RNT and anhedonia or reduced PA. Results suggest that cross-sectional and longitudinal studies identify a relationship between RNT and anhedonia. Preliminary evidence from experimental studies shows that RNT causally contributes to anhedonia. Limitations within the field are that anhedonia is rarely measured directly or behaviourally. Future research is warranted to explore the relationship between RNT and anhedonia with a particular focus on direct and behavioural measures of anhedonia. Empirical Paper: It is hypothesised that repetitive negative thought (RNT) causally contributes to anhedonia. There is cross-sectional and longitudinal evidence of this relationship, but it has not previously been investigated directly using experimental methods. In the present study, student participants were randomly assigned to an unresolved goal (RNT) manipulation (n = 43) or resolved goal (control) manipulation (n =41) prior to completing a reward sensitivity task. This task has been reliably found to train a response bias towards the stimuli that is differentially positively reinforced, with both depression and self-reported anhedonia associated with a reduced response bias. The unresolved goal versus resolved goal manipulation was effective, with the unresolved condition producing significantly higher levels of RNT during the reward sensitivity task relative to the resolved condition. Inconsistent with study predictions, there was no significant difference between the conditions on response bias, although there were trend findings, which tentatively suggest that RNT may influence anhedonia. Potential accounts for the null findings and future research are discussed.
|
598 |
Five scientists in an age of doubt : religious beliefs in the nineteenth century at the cutting edge of scienceRowlands, Marc Alun January 1994 (has links)
No description available.
|
599 |
Strategy in Born Global enterprises in a peripheral region of SwedenNayron, Bittencourt January 2015 (has links)
The purpose of this research study is to explore how decision-makers at Born Global enterprises form their strategies during the pre-internationalisation phase. In this study the researcher has combined theories from two academic fields, namely the strategic management field and the international entrepreneurship field. The main theories inherent in the study are: the strategic lenses and the strategic schools of thought (theories that belong to the strategic management field) and Born Global (theory that belongs to the international entrepreneurship field). These recently mentioned theories has been combined, leading to a depiction of a general theoretical framework, illustrating for how the researcher has made use of the chosen theories in the study. In order to fulfil the study’s aim, the researcher has conducted a qualitative and multiple-case study, where seven different case companies (Algoryx Simulation AB, CodeMill AB, COS Systems AB, North Kingdom Design & Communication AB, Oryx Simulations AB, Prediktera AB and Xore AB) from a peripheral area of northern Sweden (Umeå and Skellefteå) have been investigated through semistructured interviews. After performing the seven interviews, the obtained empirical data has been analysed by using the analysis strategy theoretical propositions and the analytical technique of cross-case analysis. From this study, the researcher has found out that in the pre-internationalisation phase decision-makers at Born Global enterprises form their strategies in accordance with the configuration school, where these individuals alternates by different strategic making procedures along the process. This in turn implies that these individuals make use of a mixture of proactive and reactive strategy making procedures along the process, where the character of the strategy is determined by their respective applied procedures. Moreover, the research findings have showed that the selection of strategy making procedures is highly dependent on the company’s context. Additionally, the research findings indicated that legitimate key individuals such as the company’s founder/-s or entrepreneur/-s are highly involved and influential in the companies’ strategy-making process during the pre-internationalisation phase.
|
600 |
Transformative learning : an exploratory analysis of theory and practice in a study and thinking skills programmeKilpin, Elsa Margaretha 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Many students that embark on higher education do not have study and thinking skills
that are sufficiently well developed in order for them to become autonomous, selfdirected
learners. This is partly due to the fact that the historically authoritarian and rigid
approaches to teaching in some schools have discouraged independent thought. Other
contributory factors such as negative beliefs, attitudes and dispositions, and distorted
concepts of the self and of learning, also prevent effective learning from taking place.
The focus of this research is a study and thinking skills programme. This programme is
part of a four week bridging course for freshmen at the University of Stellenbosch. It is
based on a comprehensive rationale derived from cognitive education theory,
comprising a number of well known theorists such as Piaget, Vygotsky, Feuerstein and
Lozanov. This is further supplemented by instruments from authors in the field of
thinking skills (de Bono, Buzan).
The purpose of this research was to identify elements of the programme which might be
responsible for aspects of transformative learning, as defined by Mezirow in his
Transformative Learning Theory. These aspects initially became apparent from
students' responses in post-programme evaluations. The responses represented an
unexpected outcome, as Mezirow's theory was not represented in the programme's
rationale.
Eight criteria were developed from Mezirow's theory, operationalised as questions, and
then utilized to assess transformative learning in the context of the programme. In a
conceptual analysis, four categories of the programme (the rationale, the objectives, the
course material and implementation procedures) were compared and contrasted with
criteria from Transformative Learning Theory.
From this analysis it was apparent that several criteria of Transformative Learning
Theory were present in the programme: it facilitated learning in both instrumental and
communicative domains; it provided opportunities to explore meaning structures and to investigate distorted meaning perspectives; and it instigated disorientating or conflicting
experiences with regard to these.
Some criteria were absent from the programme in that it failed to promote rational
discourse according Mezirow's definition, it did not adequately promote reflection on
premises, and it did not intentionally address the transformation of meaning
perspectives. These three omissions may be traced to the lack of an "adult learning"
focus in the programme's theoretical structure.
Despite this, a number of parallels were identified which may explain the representation
of Mezirow's criteria in the programme, and hence the students' responses. Conclusions
are drawn regarding a theoretically justified view of transformative learning in the
context of the Study and Thinking Skills (S&TS) programme, and practical implications
for educators are explained.
Finally, recommendations are made for enhancing trans formative learning within the
Study and Thinking Skills (S&TS) programme, and for the design of similar
programmes. Recommendations are also proposed for further research in this area
which, in the contemporary South African educational context, clearly deserves more
attention in adult education and related settings. / AFRIKAANSE OPSOMMING: Talle studente wat tot hoer onderwys toetree se studie en denkvaardighede is me
voldoende ontwikkeld om as outonome, selfgerigte leerders sukses te kan behaal nie.
Dit is deels toe te skryf aan die outoritere en rigiede benaderings tot onderwys in
sommige skole, wat selfstandige denke ontmoedig. Daar is egter ook ander
belemmerende faktore soos studente se negatiewe houdings en verkeerde opvattings van
leer en van hulself wat verhinder dat effektiewe leer plaasvind.
Die fokus van hierdie navorsing is 'n Studie- en Denkvaardigheidprogram (S&TS).
Hierdie program vorm deel van 'n vier week lange oorbruggingsprogram vir
eerstejaarstudente aan die Universiteit van Stellenbosch. Die program is gebaseer op 'n
omvattende rasionaal vanuit die kognitiewe opvoedkunde perspektief wat die werk van
'n aantal bekende teoretici (Piaget, Vygotsky, Feuerstein en Lozanov) insluit en word
aangevul met oefeninge deur outeurs in die veld van denkvaardighede (De Bono en
Buzan).
Die doel van die navorsmg was om elemente van die program te identifiseer wat
verantwoordelik kon wees vir aanduidings van transformatiewe leer, soos gedefinieer
deur Mezirow in sy Transformatiewe Leerteorie. Hierdie aanduidings spruit uit studente
se response tydens evalueringsessies na afloop van die program. Transformatiewe
leeruitkomste was onverwags, omdat Mezirow se teorie nie verteenwoordig was in die
rasionaal waarvolgens die program ontwerp is nie.
Agt kriteria wat uit Mezirow se teorie ontwikkel kon word, is geoperasionaliseer en in
vraagvorm gebruik om die inhoud van die program te analiseer. Die kriteria is as
verteenwoordigend van transformatiewe leer in die konteks van 'n studie en
denkvaardigheidsprogram beskou. In die analise van die inhoud is vier kategoriee van
die program (die rasionaal, die doelstellings, die kursusmateriaal en die
implementerings-prosedures) vergelyk en gekontrasteer met die kriteria vanuit die
Transformatiewe Leerteorie. Uit hierdie analise het geblyk dat die program aan sekere kriteria voldoen, naamlik dat
dit leer in be ide die kommunikatiewe en intrumentele domeine fasiliteer; geleenthede
skep om betekenisstrukture te verken en versteurde betekenisperspektiewe te ondersoek;
en dat dit disorienterende of konflikterende ervarings veroorsaak met betrekking tot
bestaande betekenisstrukture en -perspektiewe.
Sommige kriteria was glad nie verteenwoordig in die program nie. Die program het nie
daarin geslaag om rasionele diskoers, volgens Mezirow se definisie daarvan, te ontlok
nie.; dit het nie voldoende reflektering met betrekking tot onderliggende aannames
aangemoedig nie en dit het nie doelbewus die transformasie van betekenisprespektiewe
bevorder nie. Hierdie drie weglatings uit die program mag verband hou met die feit dat
die teoretiese onderbou van die program nie op volwassene leer fokus nie. Ten spyte
hiervan is daar egter steeds 'n aantal ooreenkomste tussen die kognitiewe
ontwikkelingsteoriee en Mezirow se transformatiewe leerteorie geidentifiseer wat die
verteenwoordiging van Mezirow se teorie in die program en dus die studente se
response moontlik kan verklaar.
Gevolgtrekkings met betrekking tot 'n teoreties geregverdigde beskouing van
transformatiewe leer in die konteks van die Studie- en Denkvaardigheidprogram en die
praktiese implikasies hiervan vir opvoeders, word beskryf. Ten slotte word aanbevelings
gemaak om transformatiewe leer in die program te bevorder en vir die ontwerp van
soortgelyke progamme.
|
Page generated in 0.0351 seconds