Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 84-95). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 84-95). Also available on the Internet.

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2008. / Includes bibliographical references.

This dissertation is a multidisciplinary exploration of the relationship between ‘being’ and ‘doing’. Because life in contemporary Western societies is overwhelmingly characterized by individualism and the use of instrumentalistic rationality, there is a naturalized tendency in the West to conceive ‘being’ as the product of personal actions and ‘doing’ as an instrument of becoming a particular self. The ideas put forward here suggest that this orientation towards defining ‘being’ in terms of observable action is, in reality, a dis-orientation and the source of personal, societal, and planetary fragmentation and suffering. Central to the view proposed here is the belief that ‘being’ is the source and not the product of actions, and that this source, although ultimately ineffable, is best understood not as a discernible self but as a display of consciousness that participates in an integral way with all of reality, which implies that all life-affirming forms of ‘doing’ are embodiments of wholeness and participatory consciousness. I elaborate this idea in two major discussions. In Part One, I explore the suggestion that what is fundamental to ‘being’ is not a certain place within a hierarchy of increasingly conscious levels of being but a participation in the fullness of life expressed in and through a wholeness of interdependent beings. In Part Two, I explore how this wholeness view of reality implies an orientation towards ‘doing’ that is rooted in a present-centered time-consciousness and how the current hegemony of past and future orientations towards time inhibit the kind of reflective awareness that facilitates ‘being’ as a way of doing. The Taoist concept wu wei, which refers to not interfering with the way of ultimate reality, reflects the kind of relationship between advocating, namely, one that expresses a present-centered experience of self-surrendering to an ideal of ultimate significance in which a person's sense of uniqueness is fused with a sense of unity with all beings. By embodying this quality of being ‘all in all’, actions that flow from such an experience affirm the spiritual nature of reality. / Graduate

M.Cur. / Man, as seen from a Christ-centred approach, was not only created in the image of God, but God also gave him the responsibility of acting as His representative on earth and of making full use of his God-given gifts, talents and potential. In this way man could become what God intended him to be. Man is a relationship creature, and when he accepts God as his personal Saviour, he should implement these God-given abilities in his relationship with himself, others, the community, nature and the biosphere, in such a way that the Spirit of Christ is embodied in it. Then the spiritual becomes the guideline, principal and motivator for meaningful human existence in the process of self-actualization. Because the Christian psychiatric nurse functions from this frame of reference, it is also applicable to her. The psychiatric nurse who today finds herself in psychiatric practice, is frequently subjected to fatigue and stress. The expectations that she sets herself and also the expectations the patient, family and community have of her, are enormous. Under the guidance of the Holy Spirit she needs to change the science of psychiatric nursing into an enriching and skillful art so that the qualities of Jesus Christ are embodied in the fulfillment of her task, and so that she can answer her calling and duty - empathy with her fellow-man towards fulfillment, wholeness and maturity of faith. The purpose of this research is to establish whether the presentation of a structured enrichment programme, from a Christ-centred approach by the psychiatric nurse specialist, can enhance the process of self-actualization in the psychiatric nurse. A one-day .enrichment programme was presented to two groups of final-year student nurses to facilitate the process of self-actualization. An explanatory experimental research approach was used. The two groups were randomly divided int experimental and control groups. Pre- and post-tests were done on both experimental and control groups by completion of the POI measuring instrument. The Intervention, namely the structured enrichment programme, was done on the experimental groups only...

M. Ed. / Professional Teacher Development (PTD) is an ingredient essential to the creation of effective schools, positively impacting learners’ performance and enhancing teachers’ knowledge, skills and attitudes, which are imperative in improving leaner performance. Effective PTD requires considerable time, must be well organised, be carefully structured, purposefully directed and focused on both content and pedagogy. It should be cost effective, in terms of time and effort persistent to teachers’ needs, relevant, practical and educationally sound. It is not a single stroke; one must work hard so as to attain mastery. PTD is an effective transfer of knowledge-sharing from within the institution, supporting critical junctures in its networks, ensuring integration within the externally. When carried out correctly, it is the key to ‘recharging’ teaches, giving them the tool they need. Principals are being challenged about what constitutes quality in education, and are forced to make efforts to change the status quo – instead of cocooning themselves in isolation. They have to design coherent and purposeful programmes effecting learning which is accompanied by change in behaviour, perception, thinking, beliefs, values, and awareness. It also will alter insight, and involve new patterns of operation, new strategies and new procedures. A structural PTD is determined by the specific institution’s context, helping to overcome teachers’ negative reaction to school-based PTD. They will be changed in major ways, both in terms of their teaching practices and their personal behaviour as there is no substitute for on-the-job learning with opportunities to reflect on action. One potential way to enhance PTD is to utilise constructivist strategies with the teacher. For PTD to be effective and bring improvement within the institution, the teachers should meet regularly to explore common problems and seek solutions based on shared experiences and collective wisdom. School-based PTD will cause DCS teachers to shift cultural paradigms, instil new values and goals, and help shape their professional identity, taking the microenvironment of DCS into cognisance. A good PTD needs to be mindful of connecting good theory to classroom practices, as quality PTD is the vehicle for providing the knowledge needed to support effective teaching – an adult institution. No improvement efforts can succeed in the absence of thoughtfully planned and wellimplemented PTD.

In a three stage investigation the relationship between personality type and the use of learning as a coping device during the life transitions of adults was studied. Based on the assumption that a paper and pencil device could be constructed to achieve the same or nearly the same results that have been achieved through interviews with adult learners, the first two stages of this investigation involved the construction and validation of an instrument, the Adult Development Learning Inventory (ADLI), to measure the use of learning during life transitions of adults. The inventory has five subsections: a demographic profile, Life Events, Coping Strategies, Learning Activities, and Adulthood Tasks. Content validity of the ADLI was established through both the theory based in adult learning and developmental psychology and the panel of experts. Construct validation tools included principal component factor analysis and the Kruskal-Wallis ANOVA with age as the variable of discrimination. The instrument was capable of differentiating among age groups' perception of the tasks in the adult life cycle. For internal consistency, reliability estimates ranged from .83 to .94 for the subsections of the ADLI. Stage III of the investigation explored the relationship between the ADLI and personality as measured by the Myers-Briggs Type Indicator (MBTI) which was based on the typology suggested by Carl Jung. The findings suggested only limited relationships between personality and the extent of learning activities. Specifically adults with the dominant function of Intuition can be categorized as high activity learners. The results of limited relationships between learning and personality type can perhaps be attributed to the fact that overwhelmingly (98%) these adult samples were involved in some type of learning not in spite of their life circumstances but because of them.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Masters of Education (Educational Psychology), 2003 / Previous studies have addressed the question whether intellectual ability (as measured by the Raven's Progressivp Matrices Tests) is related to academic performance in engineering (Rushton & Skuy, 2000; Rushton, Skuy & Fridjhon, 2002; Rushton, Skuy & Fridjhon, 2003). The question arose of whether nonintellective (personality and attitudinal factors) playa larger role at this level, than intelligence, in determining academic performance in engineering university students. Accordingly, data were yielded for 93 percent (N=100) of the second year Chemical Engineering class in terms of their performance on various measures. These included two measures of intellectual ability, namely the Ravens Advanced Progressive Matrices (RAPM) and the Organiser (of The Learning Propensity Assessment Device), together with a measure of learning strategies and attitudes (Learning and Study Strategies Inventory), locus of control (Locus of Control Inventory) and self-esteem (Coopersmith Self-Esteem Inventory). The students' academic results comprised the December 2002 and June 2003 examination results. The current research results demonstrated that while neither the RAPM nor the Organiser yielded any significant correlations with academic results, certain of the non-intellective measures did, and were able to differentiate between high and low academic performers. Motivation, Autonomy and Freedom from Anxiety were found to be significantly related to academic performance, and contributed 26 percent of the variance. This indicates that these factors play a role in academic achievement, and that exploration of personality and motivational factors constitutes a potentially fruitful avenue of research. However, it also seems that 74 percent of variance was unaccounted for, and therefore future studies should explore other factors, not included in this study, in relation to engineering students' academic performance. Furthermore, it emerged that it is unrealistic to attempt to predict academic performance at midyear (June results). KEY WORDS: Intelligence, learning strategies, locus of control, self-esteem, engineering students, second year, and academic performance. / AC2017

Lam Wai-yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 108-114). / Abstracts in English and Chinese. / Abstract --- p.i / 論中文摘要 --- p.iii / Acknowledgements --- p.iv / Prologue： Childhood and Adolescence as Plurality of Cultural Constructs --- p.1 / Chapter Chapter one： --- """Childhood hath Saved me!"": Idealization of Children" --- p.19 / Chapter Chapter two： --- Growing Up in Shakespeare: Nostalgia for Origin --- p.44 / Chapter Chapter Three： --- """I am not that I play"": Androgyny and Cross-dressing as an Initiation Process" --- p.72 / Epilogue： Reaching Young Adulthood: Courtship and Marriage as a Rite of Maturation --- p.103 / Works Cited --- p.108