Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 446-456). Also available for download via the World Wide Web; free to University of Oregon users.

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.

Thesis (Ph.D.)--University of Tulsa, 1987. / Bibliography: leaves 310-330.

Thesis (M.A.)--Acadia University, 1997. / Includes bibliographical references (leaves [93]-97). Also available on the Internet via the World Wide Web.

Thesis (M.A.)--Acadia University, 1997. / Includes bibliographical references (leaves [93]-97). Also available on the Internet via the World Wide Web.

Thesis (Ph. D.)--Universität Leipzig, 1910. / Includes bibliographical references (p. [86]).

Thesis--Catholic University of America. / Vita. Bibliography: p. 291-297.

Thesis (M.A. in English)--Vanderbilt University, Aug. 2006. / Title from title screen. Includes bibliographical references.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-02T18:07:59Z No. of bitstreams: 1 ronaldochicrearaujo.pdf: 11772163 bytes, checksum: c344751866506e09bf1ba7123f3d5e8f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-06T12:16:34Z (GMT) No. of bitstreams: 1 ronaldochicrearaujo.pdf: 11772163 bytes, checksum: c344751866506e09bf1ba7123f3d5e8f (MD5) / Made available in DSpace on 2017-06-06T12:16:34Z (GMT). No. of bitstreams: 1 ronaldochicrearaujo.pdf: 11772163 bytes, checksum: c344751866506e09bf1ba7123f3d5e8f (MD5) Previous issue date: 2012-02-27 / Esta pesquisa pretende investigar a crítica de Dominique Janicaud, segundo a qual a fenomenologia, indo além do fenômeno, se torna teologia. Michel Henry propõe uma fenomenologia da vida para a abordagem fenomenológica do cristianismo e busca saber o que este considera como verdade. No Novo Testamento, a verdade é designada como aparição, manifestação e revelação, palavras-chave da fenomenologia. Trata-se de uma verdade fenomenológica pura, que se refere à fenomenalidade. Vida, revelação e verdade se remetem ao Deus cristão. Para Janicaud, Henry vai além do fenômeno ao investigar a autorrevelação da vida, e sua fenomenologia se torna teologia. Entretanto, ao dialogar com a religião, sua filosofia pode ser considerada como uma filosofia da religião. / This study intends to investigate whether Dominique Janicaud's critique that, when phenomenology goes beyond a phenomenom, it becomes theology. Michel Henry proposes a phenomenology of life for a phenomenological approach to Christianity, seeking to know what Christianity considers to be the truth. In the New Testament, the truth is designated as apparition, manifestation and revelation, keywords in phenomenology. This is pure phenomenological truth, which refers to phenomenality. Life, revelation and truth refer to the Christian God. For Janicaud, Henry goes beyond phenomena in investigating the auto-revelation of life and it's phenomenology becoming theology. However, when dialoging with religion his philosophy may be considered a philosophy of religion.

In 1651, Thomas Hobbes published his Leviathan. In it he analyses the passions and behaviour of men in an emerging market or competitive society. By posing his hypothetical "state of nature," he draws the conclusion that man is essentially a self-motivated creature. Lord Ashley Cooper, the third Earl of Shaftesbury, reacted to the picture of man drawn by Hobbes. In Characteristics of Men, Manners, Opinions, and Times, first published in 1709, Shaftesbury analyses the affections or passions and concludes that man is essentially benevolent. Unlike the Hobbesian picture, the Shaftesburian analysis shows man as outward-oriented, seeking the good and company of others. These theories or the doctrines of the heart (as I call them for the purpose of this thesis) were current in the eighteenth century and at a time when Fielding and Sterne wrote Tom Jones and The Life and Opinions of Tristram Shandy, Gentleman respectively. The doctrines are reflected substantially in both novels. In Tom Jones, for example, Tom becomes the epitome of the doctrine of benevolence in his persistent performance of good works; Blifil, in his selfish attempts to supplant Tom, displays Hobbesian egocentricity. Uncle Toby and Mr. Walter Shandy each reflect aspects of both doctrines in Tristram Shandy. It is my intention to show in this thesis that the doctrines of egocentricity and benevolence inform both Tom Jones and Tristram Shandy, and that Fielding and Sterne react critically to the teaching of Hobbes and Shaftesbury in the process of their artistic creation. I shall approach the discussion chiefly by way of character analysis thus showing how the behaviour of the main figures in the novels suggests the thoughts of the philosophers. But the novelists' vision becomes clearer to the reader when it is seen in direct relation to the style of their works. In addition to the character analysis , therefore, I shall emphasize the narrative technique of each author, such as, the "comic- epic prose" of Fielding, the digressions as well as the "Shandean rhetoric" of Sterne, and attempt to illustrate how the style strengthens the awareness of the artistic vision. / Arts, Faculty of / English, Department of / Graduate