Thesis (D. Min.)--Northern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 230-237).

Thesis (D.W.S.)--Institute for Worship Studies, 2006. / Abstract. Includes bibliographical references (leaves 210-216).

Thesis (M.Ed.(Kurrikulumstudies))--Universiteit van Pretoria, 2004. / Includes bibliographical references (leaves 153-162) Available on the Internet via the World Wide Web.

Thesis (D.W.S.)--Institute for Worship Studies, 2004. / Abstract. Includes bibliographical references (leaves 197-202).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 230-237).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2008. / Abstract. Includes bibliographical references (leaves 245-252).

Thesis (MPhil (Information Science))--University of Stellenbosch, 2006. / The theme for this study was inspired by an intuitive and cognitive awareness of, and concern for, the challenges and complexities faced by business leaders in the twentyfirst century. The shift from the industrial to the post-industrial era has brought about a new, complex network of activities globally. The increasing uncertainties and divides that are facing the business world - as well as society in general - have led to the hypothesis that the old paradigms and the existing repertoire of leadership approaches to business are no longer effective. The shift to a networked society also demands a shift in the consciousness levels, virtues and values of business leaders. This view is built on the premise that, under certain conditions and in certain situations, business is an important driver of transformation in general. Business has the ability and the power to influence the whole, i.e. societies, communities, environments, etcetera. The assumption is that business per se could be an important catalyst of change in society, and that business leaders are certainly accountable for the co-creation of a sustainable and meaningful environment. Business’ role is now often understood as serving the whole, i.e. accepting some responsibility for all or most processes in which the business may be involved. Business leaders’ values and worldviews are perceived as sometimes directly influencing their decision-making processes, and the argument, therefore, is that a new consciousness or a values-based, holistic approach to business and society – i.e. spirituality – could be an enabler in creating meaning that can incorporate these dimensions. The awareness of the challenges for business leadership was enhanced by a statement made by Manual Castells (1998:368) that, in the Information Age, there is “an anxious search for meaning and spirituality”. This study particularly addresses the personal, transpersonal and organisational transformations that are influencing our ability to make sense and to create meaning in the context of post-industrial business. The theme of sense-making in organisations has been influenced by the theories of Karel Weick in particular. The hypothesis is that mental intelligence alone is no longer sufficient for the interpretation of the postindustrial landscape, and it argues the importance of business leaders’ developing spiritual intelligence and a new spiritual awareness as a probable enhancer of transformation and sustainability. The spirituality that is needed provides a holistic, values-based approach and the consequent capacity to deal with complexity and change that was lacking in previous management frameworks. The theories on spirituality and spiritual intelligence are based on the principles of quantum physics, or the “new science” as described by physicists such as Heisenberg, Bohm, Capra, Kaku and others. A comparison between the Newtonian approach and the quantum approach underpins the argument. The views of specifically Zohar and Marshall were used to substantiate this argument. The principles of spirituality and spiritual intelligence are juxtaposed against the leadership theories of specifically three contemporary authors, i.e. Robert Terry, Jim Collins as well as Richard Barrett. These three authors respectively and collectively argue in favour of the evolvement of a new holistic consciousness and of authenticity in servant leadership. The assumption is that these leadership qualities could enhance interdependency and may lead to sustainability. Spirituality and business leadership is therefore explored as a probable enabler of a process of transformation in people, in organisations and in society, as well as a possible catalyst for creating meaning, fulfilment and sustainability. The line of thought in this study is that people, as an integral part of the universe, are being challenged to change not only themselves, but by virtue of a raised intelligence and holistic consciousness called spirituality, also change the world (organisation) in which they behave, through their leadership conduct. This requires leaders to aspire to a better understanding and interpretation of a new world, and to reflect on the organisation and themselves from more dimensions than purely the cognitive. This study argues that this could include a consciousness that is referred to as spirituality and spiritual intelligence.

no abstract available / Teacher Education / M.Ed. (Specialisation in Guidance and Counselling)

Made available in DSpace on 2015-04-16T15:18:44Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3766619 bytes, checksum: b8dd63195040a5ced7561e837d5081f2 (MD5) Previous issue date: 2013-06-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Drawing, maybe the most ancient human artistic manifestation ever known, is still subjected to studies and research about their very nature and motivations, so as Art, regarding some misconceptions about them. The present study aims to investigate whether a group of students at the 8th grade in a state institution named Escola Estadual de Paulista, located in Paulista, in the State of Pernambuco, Brazil, experienced any particular change in their own development of graphic xpression, to be precisely, in drawing, after taking part in games and being submitted to some pedagogical strategies. This study is qualitative and explanatory and it encompasses semi-structure interviews, surveys and practical activities based on multiple intelligences theory. We considered action research, also known as intervention research, as a methodological assumption as well as a means to collect and analyses our data. Data analysis shows that the students graphic expression was activated, however, as any particular method used in the teaching/learning process of Art, graphic expression needs to be more meaningful and a part of an ongoing process in order to maximize the results. It does not mean, thought, a fast way to acquire the artistic competence. We also noticed that the myth of innate gifts or abilities for Arts as well as the academic intelligence are still high-valued within educational institutions having therefore great influence on the relation between engagement and stimulus in the realization of an artistic activity as well as in the production of a meaningful art work to its producer. / O desenho, talvez a mais antiga manifestação artística que se têm registro, ainda hoje é alvo de estudos e questionamentos sobre sua natureza e motivações, assim como o é a própria arte, a despeito dos preconceitos que os envolvem. O presente estudo tem por objetivo verificar se um grupo de estudantes do 8º ano da Escola Estadual de Paulista, na cidade de mesmo nome, no estado de Pernambuco, Brasil, após terem vivenciado estratégias pedagógicas com base na teoria das Inteligências Múltiplas, experimentou alguma mudança no desenvolvimento da sua expressão gráfica, mais especificamente o desenho. Por muito tempo, o ensino artístico se iniciava e se consumava no desenho. Assim, inicialmente, este estudo fez um levantamento das metodologias usadas no ensino de desenho no Brasil para se analisar as concepções subjacentes a cada uma delas. Em seguida apresentamos uma retrospectiva dos estudos sobre a inteligência e as diferentes formas de concebê-la para se compreender a relação existente entre cognição e expressão gráfica, buscando ampliar o debate em torno da habilidade artística e do dom. A descrição das atividades aplicadas e os resultados obtidos com as mesmas compõem os dois últimos capítulos. A pesquisa produzida foi de caráter qualitativo e de cunho exploratório, envolvendo entrevistas semiestruturadas e a aplicação de jogos baseadas na Teoria das Inteligências Múltiplas, de Howard Gardner, sugeridos por Celso Antunes. Adotamos a pesquisa ação, também chamada de pesquisa intervenção, como concepção metodológica e como forma de geração e de análise dos dados. A análise dos dados mostra que a expressão gráfica dos alunos foi ativada, porém, como qualquer outro método de ensino-rendizagem artístico tem suas especificidades e precisa ser significativa e constantemente estimulada para que os resultados sejam maximizados, não se tratando, portanto, de um método mais rápido de adquirir a competência artística. Também se constatou que o mito do dom ou da habilidade artística, tanto quanto a exaltação das inteligências acadêmicas continuam presentes na escola e estes têm grande influência na relação entre empenho e estímulo na atividade artística e uma produção artística que tenha significado tanto para o produtor quanto para o apreciador da mesma.

Submitted by Alciano Oliveira (alcianoliveira@gmail.com) on 2017-01-10T03:09:14Z No. of bitstreams: 1 Oliveira_dhe_me_sjrp.pdf: 2092453 bytes, checksum: 94092310c872107bbc01f5999659f295 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-12T19:41:44Z (GMT) No. of bitstreams: 1 oliveira_agg_me_sjrp.pdf: 2092453 bytes, checksum: 94092310c872107bbc01f5999659f295 (MD5) / Made available in DSpace on 2017-01-12T19:41:44Z (GMT). No. of bitstreams: 1 oliveira_agg_me_sjrp.pdf: 2092453 bytes, checksum: 94092310c872107bbc01f5999659f295 (MD5) Previous issue date: 2016-11-29 / Atualmente, as instituições de ensino, em sua grande maioria, estão disponibilizando cursos na modalidade de ensino a distância com o intuito de possibilitar aos indivíduos que não podem frequentar as aulas regularmente a realização de estudos a distância. Em muitos casos, os indivíduos desistem dessa modalidade de ensino sem concluir os estudos, isso se deve a vários fatores, sendo um deles, a dificuldade no entendimento do conteúdo disponibilizado durante as aulas devido a forma com que o mesmo é apresentado. Esta dissertação apresenta a utilização da lógica nebulosa em um classificador computacional, que tem por objetivo classificar indivíduos por aspectos cognitivos que estão relacionados com a Teoria das Inteligências Múltiplas propostas, originalmente, por Howard Gardner. O resultado dessa classificação possibilita direcionar os indivíduos para ambientes de ensino em que o conteúdo esteja adequado ao seu perfil cognitivo. Os testes foram realizados utilizando uma ferramenta acadêmica de mineração de dados que possibilitou determinar padrões cognitivos em cada indivíduo pela inserção de dados de entrada obtidos por meio da aplicação de um questionário e retornando os aspectos cognitivos mais aflorados de cada indivíduo. Após validados, os resultados mostraram aproximadamente 67% das classificações condizentes com os aspectos cognitivos identificados em aula. / Most educational institutions are offering distance-learning courses, in order to enable individuals who cannot attend classes regularly, to conduct their studies. In many cases, individuals drop out of this mode of teaching without completing their studies. One of the factors for that being the difficulty in understanding the content due to the way content is presented. This dissertation presents the use of fuzzy logic in a computational classifier that aims to classify individuals by cognitive aspects related to Howard Gardner’s Theory of Multiple Intelligences. The outcome of such a classifier makes it possible to direct individuals to learning environments in which the content is presented according to his/her main cognitive profile. The tests were performed using a data mining academic tool that allowed determining cognitive patterns for each individual by inputting data obtained from a questionnaire and returning the cognitive aspect most outlined in each individual. After validated, about 67% of the classification outcomes were considered in accordance to the cognitive aspects identified in classroom observations.