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The primary purpose of the study was to examine, analyze, and describe teacher behavior in physical education classes in selected schools in Northeast Arkansas with regard to teacher function, direction, mode, and substance. Another purpose of the study was to compare the subjects' perception of their classroom behavior with actual observed behavior with regard to teacher functions. A third purpose of the study was to compare the findings of the total group. A final purpose of the study was to compare the findings of this study with the findings of similar studies in another geographic area.In order to examine the research questions above, a series of demographic descriptors was collected on each subject prior to observation. Three consecutive and two random visits were made to observe the classroom behavior of each teacher; all information was prepared for computer analysis; and all data were computer analyzed. Six null hypotheses were tested by using chi-square analysis. The 0.05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. In six instances, there was a significant difference in the teachers' perceptions of how time was spent in the classroom and the actual observed classroom behavior with regard to the ten teacher functions.2. There was no significant difference at the 0.05 level between the results of the Northeast Arkansas, 1985, study and previous studies in another geographic area with regard to the teacher function dimension.3. Observed professional teacher direction dimension of this study population revealed some findings not consistent with findings in another geographic area.4. Observed professional teacher mode dimension of the study population of Northeast Arkansas revealed a lack of consistency with some findings of earlier studies in another geographic area.5. Multi-racial classes did not cause an alteration in professional teacher function dimension, direction dimension, mode dimension, or substance dimension.6. Teachers in the study population of Northeast Arkansas, 1985, developed unit plans and daily lesson plans, and varied teaching styles and substance.Conclusions1. A difference exists between teacher perceptions of their behavior in the classroom and their actual behavior in the classroom with regard to the teacher function dimension.2. It is not clear whether geographic location of the study group was a factor since the findings produced conflicting results with regard to teacher behaviors.3. Race of teacher revealed no significant difference in teacher behaviors with regard to teacher function dimension, direction dimension, mode dimension, and substance dimension.4. All teachers in the study population developed unit plans.5. Seventeen percent of the time, the teachers in the study population employed no daily lesson plans.6. Teachers participating in the Northeast Arkansas, 1985, study employed variety in teaching styles.

This historical study attempts a thorough revision of some current assumptions about Fielding's moral 'philosophy'. It endorses the orthodox view that Latitudinarian Anglicanism was a decisive influence, but questions whether the Anglican moralists can usefully be described as exponents of 'benevolism' - their sermons are distinguished most notably by an overriding concern with the inculcation of prudence, and by persistent hortatory appeals to self-interest. 'Prudentialism' is arguably a better term for Latitudinarian ethics, and indeed for that dimension of Fielding's work which is attributable to Anglican influence - above all, the reiterated emphasis on the coincidence of virtue and interest. The Latitudinarian connexion is important. But there were other formative influences, including the 'negative' influence of philosophies with which Fielding disagreed, such as ethical rationalism and psychological egoism. The moral 'philosophy' of Tom Jones is not a rigid conceptual structure: it is a dynamic, and sometimes polemical, response to contemporary ethical debate. This study therefore analyzes Fielding's moral vocabulary by relating it to various other contemporary moral vocabularies. Making constant, detailed reference to chosen contextual sources, it explores Fielding's views on a range of 'live' moral and moral-psychological issues: on the functions of prudence and the grounds of prudential obligation; on the relations between prudential obligation and other moral duties; on benevolence, self-love, and 'disinterestedness'; on the relative status of 'private' and 'public' virtues; on the moral functions of reason and the passions; and on the psychology of moral judgment. This study suggests that Fielding's writings embody a complex and uneasy synthesis of two historically divergent ethical traditions: in his didactic emphasis on interest and his concern with the enlightenment of self-love, Fielding is a literary heir of Anglican prudentialism; in his esteem for the 'heart', he can be seen as an ally of the newer 'sentimental' school of Shaftesbury, Hutcheson and Hume.

The philosophy of Henry Fielding turns more upon a study of human nature than upon any stated adherence to a system of beliefs. The thesis of this paper is that he was a moderate law-and-order Anglican of his time, but strongly influenced by the deist Shaftesbury's studies of the psychological characteristics of men. These inquiries into motivations and Shaftesbury's advocacy of the social virtue of desiring good for others seem to have helped determine Fielding's philosophy.

This thesis, entitled "Too Fond to Be Here Related": Ironic Didacticism and the Moral Analogy in Henry Fielding's "Amelia" (1751), opens by exploring the current and historical critical reception of Fielding's final extended work of fiction. In an effort to explain Amelia's "failure"---the prevailing assessment among even its more sympathetic critics---I then argue that this experimental novel offers an innovative engagement with David Hume's moral philosophy. The emerging analogy provides a fascinating but previously neglected departure from Samuel Richardson's means of providing moral instruction through a sentimental appeal to upholding a specific social contract; Fielding's unsteady narrator and provocative paradoxical treatment of the novel's protagonists invite us to appreciate the link between Amelia and the progressive social protest novels of the later eighteenth century.

Thesis (PH.D.)--THE UNIVERSITY OF MICHIGAN

It was noted that the characters in Fielding's novels cast in authority roles, mainly clergy, magistrates, squires and parents, are used for some of the same purposes as is the persona or narrative voice, but are distinct from it. There is a fairly clear dichotomy between evil or false character authority figures and good or true character authority figures, the latter of which are used as spokesmen for and examples of Fielding's religious and ethical beliefs. It was also noted that there is a trend away from the prominent "good man" as a major authority figure in "Joseph Andrews" which culminates in an austere major authority figure who is frequently absent from the action in "Amelia", and that there is a growing number and prominence of evil or false authority figures. This thesis undertook to examine the nature and extent of the influence of the character authority figures on the world view and tone of each novel. First, the thesis established the ethical and religious values which Fielding uses his authority figures to support. That Fielding was widely read in both religious doctrine and classical ethics is evident from his fictional and critical writings and from the contents of his library at his death. Fielding's character authority figures especially reflect his beliefs and his gradual movement away from an optimistic world view. The authority figures in the three major novels were then examined in terms of Fielding's values. The comic features of Parson Adams, the major authority figure in "Joseph Andrews", were reconciled with his position as an ethical and doctrinal touchstone, and a latitudinarian interpretation of New Testament theology was found to be a major basis for Adams' authority. The effect the minor authority figures have on authority was also established, again in terms of latitudinarian Christian doctrine. "Tom Jones" was examined in terms of its occasional focus on authority and on the major authority figure, Squire Allworthy, as a Providential agent. Allworthy, as a good man, a patriarch, a magistrate and a guardian, was also shown to be the examplar for social, religious, judicial and parental authority in the novel. He is, however, more detached from the action and less loveable than Adams was, and this distancing of the major authority figure from the other characters and from the reader helps to make "Tom Jones" less comic and less optimistic than is "Joseph Andrews". "Amelia" is filled with evil and false authority figures, and it was shown that the major good authority figure, although intended as a good man and a Providential agent, is not successfully presented as such and is also too detached from the action to provide a consistent sense of a controlling authority figure by whose mediation the sympathetic characters will be protected or ultimately rescued. The thesis showed that the character authority figures in "Joseph Andres", "Tom Jones" and "Amelia" are instrumental in establishing the world view. The success or lack thereof of the presentation of the major authority figure as a Providential agent and as a "good man" and his amount of participation in the plot are important contributing delements to the degree of optimism in each novel. / Arts, Faculty of / English, Department of / Graduate

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