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Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 17, 2007) Vita. Includes bibliographical references.

This is a thesis about The Eight Circuit Model, a modern mind map developed for the purpose of illumination and enlighenment by Dr. Timothy Leary in the 1970s. Later, authors such as Robert Anton Wilson and Antero Alli elaborated upon the idea to make it more wholesome and compatible with other ideas expressing the same basic principle. In short, it is an intellectual abstraction of the evolution of consciousness through a series of eight stages, which Leary called Circuits. By looking at the brain as an evolving bio-computer, with thoughts working as software, upgrading itself through neurological imprints, Learys created a Hero's Journey for the modern age.The thesis tries to analyze this idea, as it is presented in Robert Anton Wilsons Prometheus Rising, through the lens of the discourse category ”Western Esoterism.” A hard-to-define subject but described as ”the dialectic of the hidden and the revealed in the field of religion.”

Schlenker and Leary (1982) and Clark and Wells (1995) each propose two highly influential models of social anxiety disorder with important implications for theory and treatment. In the current study, overlapping and competing cognitive components of these theories were tested with a focus on understanding the socially anxious (SA) individual’s mental representation of self, and its relation to the experience of anxiety in a social situation. Unacquainted pairs of non-socially anxious individuals (n = 61 pairs) and mixed pairs of highly SA and non-socially anxious (NSA) individuals (n = 101 pairs) participated in a “get acquainted” and a structured problem-solving task. All participants rated both their expectations for making specific impressions as well as the importance of making those impressions. All participants also rated how anxious they felt, how anxious they thought they appeared, and how anxious their partners appeared during the interaction. While all participants believed it was important to make a positive impression, SA individuals expected they would make an overall less positive impression than NSA participants. All individuals reported increased anxiety when ratings of impression importance were higher than expectation ratings (test of Schlenker and Leary’s [1982] model). While self-ratings of anxious appearance were similarly influenced by interoceptive information for both SA and NSA individuals (test of Clark and Wells’ [1995] model), for NSA individuals who had a high tendency to attend to publicly observable aspects of their body, the relation between arousal and self-reported appearance was particularly robust in comparison with that for SA individuals. SA individuals as a group were rated by partners as appearing more anxious than NSA participants. Overall, NSA participants’ ratings of a desire for future interaction with SA and NSA partners were comparable. Implications for theory, measurement concerns of key anxiety constructs, treatment implications and need for further investigation are discussed.

Schlenker and Leary (1982) and Clark and Wells (1995) each propose two highly influential models of social anxiety disorder with important implications for theory and treatment. In the current study, overlapping and competing cognitive components of these theories were tested with a focus on understanding the socially anxious (SA) individual’s mental representation of self, and its relation to the experience of anxiety in a social situation. Unacquainted pairs of non-socially anxious individuals (n = 61 pairs) and mixed pairs of highly SA and non-socially anxious (NSA) individuals (n = 101 pairs) participated in a “get acquainted” and a structured problem-solving task. All participants rated both their expectations for making specific impressions as well as the importance of making those impressions. All participants also rated how anxious they felt, how anxious they thought they appeared, and how anxious their partners appeared during the interaction. While all participants believed it was important to make a positive impression, SA individuals expected they would make an overall less positive impression than NSA participants. All individuals reported increased anxiety when ratings of impression importance were higher than expectation ratings (test of Schlenker and Leary’s [1982] model). While self-ratings of anxious appearance were similarly influenced by interoceptive information for both SA and NSA individuals (test of Clark and Wells’ [1995] model), for NSA individuals who had a high tendency to attend to publicly observable aspects of their body, the relation between arousal and self-reported appearance was particularly robust in comparison with that for SA individuals. SA individuals as a group were rated by partners as appearing more anxious than NSA participants. Overall, NSA participants’ ratings of a desire for future interaction with SA and NSA partners were comparable. Implications for theory, measurement concerns of key anxiety constructs, treatment implications and need for further investigation are discussed.

What is it for something to be good? Using the example of an Ebola-like microbe, I argue that a merely kind-based account of goodness is defective (Chapter 1). I offer instead an account that is both kind-based and platonic (Chapter 2). On such an account, goodness turns out to be non-natural (Chapter 3). However, non-naturalists can explain why the goodness of an individual supervenes on its natural properties, by appealing to the essence of the kind to which it belongs (Chapter 4).

The theme of my diploma work is The Questionnaire of Interactive Style of the Teacher. This work consists of the theoretical and the practical part. In the theoretical part I introduce the questionnaire of interactive style of the teacher and engage in the social interaction between the teacher and student, the pedagogical communication, the assessment of students, the climate of the school and class. I describe the older school age from the viewpoint of developmental psychology and the personality of teacher too. In the practical part I describe the questionnaire of interactive style of the teacher and present results of my research when I used the questionnaire in several classes and at several teachers. Apart from results I described the course of work with this questionnaire in these classes, the atmosphere, questions and the following discussion. The aim of my diploma work was, on the basis of acquired materials, to show teachers the possible way of processing and the application of this questionnaire.