El presente estudio, basado en la Teoría de la autodeterminación, examina la relación entre el estilo motivacional del docente que percibe el estudiante, su motivación académica y los tipos de compromiso hacia su aprendizaje. La muestra estuvo compuesta por 851 estudiantes de la carrera de administración de una universidad privada de Lima. El análisis de datos se realizó a través de un modelo de ecuaciones estructurales para comprobar las relaciones propias del “Bright side” donde se espera que la percepción sobre el apoyo a la autonomía brindado por el docente se vincule con la motivación autónoma del estudiante, el compromiso agente y el compromiso conductual hacia su aprendizaje; y las relaciones propias del “Dark side” donde se espera que la percepción sobre el estilo motivacional de control del docente, se vincule con la motivación controlada del estudiante, la falta de compromiso agente, la falta de compromiso conductual hacia su aprendizaje y la ansiedad ante la evaluación. Con un índice de ajuste del modelo adecuado (X2(245)=752.64 (p<,01), RMSEA=.050, SRMR=.051, CFI=.96) se encontró que, según lo esperado con el patrón “Bright side”, existe una relación positiva entre la percepción sobre el apoyo a la autonomía, el compromiso agente y el compromiso conductual, teniendo como variable mediadora la motivación autónoma del estudiante hacia su aprendizaje. Por otra parte, consistente con el patrón “Dark side”, se encontraron relaciones positivas y significativas entre la percepción sobre el estilo motivacional de control, la falta de compromiso agente, falta de compromiso conductual y ansiedad ante la evaluación, teniendo como variables mediadoras la motivación controlada y la desmotivación del estudiante hacia su aprendizaje. Así, se encuentra que el estilo motivacional del docente predice la calidad de la motivación, y consecuentemente, el compromiso del estudiante hacia su aprendizaje. Así, se discute el alcance y limitaciones de los resultados. Para futuras investigaciones, entre otros puntos, se recomienda utilizar otras fuentes de información, como las observaciones en clase, para reconocer el estilo motivacional del docente e indagar sobre el tipo de compromiso que presenta el estudiante hacia el aprendizaje, a través de la percepción del docente acerca de ello. / The present study, based on Self-determination Theory, examines the relationship between the motivational teaching style perceived by the student, their academic motivation and the types of engagement to their learning. The sample consisted of 851 students of a management program from a private university in Lima. Using Structural Equation Modeling (SEM), we studied the relationships of the "Bright side" pattern (where perceived autonomy support is expected to be linked to the autonomous motivation of the student, agentic and behavioral engagement), and the relationships of the "Dark side" pattern (where perceived controlling teaching is expected to be linked to controlled motivation, lack of agent engagement, lack of behavioral engagement and text anxiety). The model showed good fit indices (X2(245)=752.64 (p<,01), RMSEA=.050, SRMR=.051, CFI=.96). On the one hand, consistent with the “Bright side” pattern, the results showed a positive relationship between perceived autonomy-supportive teaching, agentic and behavioral engagement, mediated by autonomous motivation. On the other hand, consistent with the "Dark side" pattern, positive and significant relationships between the perceived controlling teaching, lack of agent and behavioral engagement, and test anxiety, being mediated by controlled motivation and amotivation were found. Finally, this study shows that the motivational style of the teacher predicts the quality of student’s motivation, and consequently, his/her engagement towards learning. For future research, among others, it is recommended to use other sources of information, such as classroom observation, to recognize the motivational style of the teacher and to explore the engagement that the student presents to the learning, through the teacher's perception about it / Tesis

by Lee Ying Kit. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 79-[83]). / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Overview of Personal Communication Systems --- p.1 / Chapter 1.2 --- Design issues on PCS --- p.2 / Chapter 1.2.1 --- Channel allocation --- p.2 / Chapter 1.2.2 --- Multiple Access --- p.3 / Chapter 1.2.3 --- Handoffs --- p.4 / Chapter 1.2.4 --- Location management --- p.6 / Chapter 1.3 --- Motivation of this thesis --- p.9 / Chapter 1.4 --- The theme of this thesis --- p.10 / Chapter 1.4.1 --- Methodology --- p.10 / Chapter 1.4.2 --- The system model and assumptions --- p.12 / Chapter 1.4.3 --- Outline of the thesis --- p.13 / Chapter 2 --- Overview of the traditional location update schemes --- p.15 / Chapter 2.1 --- Why do we need location registration? --- p.15 / Chapter 2.2 --- Location registration by Geographic and Time based methods --- p.16 / Chapter 2.2.1 --- Geographic Based Registration Schemes --- p.16 / Chapter 2.2.2 --- Time Based Registration Scheme --- p.20 / Chapter 2.3 --- Peformance Analysis of protocols --- p.20 / Chapter 2.3.1 --- Analytical Results --- p.22 / Chapter 2.3.2 --- A Numerical Study --- p.23 / Chapter 2.4 --- Summary of the results for time and geographic based location update protocol --- p.24 / Chapter 3 --- The Implementation of Bloom filter on location registration --- p.27 / Chapter 3.1 --- Introduction --- p.27 / Chapter 3.2 --- The Implementation of Bloom filter on location registration --- p.29 / Chapter 3.2.1 --- Location Update by Bloom filter --- p.29 / Chapter 3.2.2 --- Paging algorithm --- p.29 / Chapter 3.2.3 --- An example --- p.30 / Chapter 3.3 --- Performance evaluation of the Bloom filter based location update scheme --- p.32 / Chapter 3.4 --- Summary of the results for Bloom filter based scheme --- p.35 / Chapter 4 --- One-Bit-Reply protocol --- p.36 / Chapter 4.1 --- Introduction --- p.36 / Chapter 4.2 --- One-Bit-Reply protocol --- p.37 / Chapter 4.2.1 --- Grouping of MU's --- p.38 / Chapter 4.2.2 --- The Update Procedure --- p.39 / Chapter 4.2.3 --- Paging algorithm --- p.40 / Chapter 4.3 --- Performance evaluation of the OBR protocol --- p.42 / Chapter 4.3.1 --- Analytical Results --- p.42 / Chapter 4.3.2 --- A Simulation Study --- p.43 / Chapter 4.4 --- Comparison of the location registration schemes - A numerical study --- p.45 / Chapter 4.5 --- Summary --- p.46 / Chapter 5 --- A case study - Implementing the OBR protocol on GSM sytems --- p.49 / Chapter 5.1 --- Introduction --- p.49 / Chapter 5.2 --- The Architecture of Global System for Mobile Communicaitons (GSM) --- p.50 / Chapter 5.3 --- Location Update Procedure of GSM --- p.51 / Chapter 5.4 --- Implementing OBR protocol on GSM --- p.52 / Chapter 5.5 --- Influence of the OBR on the VLR's and HLR --- p.55 / Chapter 5.5.1 --- Analysis of traditional method --- p.57 / Chapter 5.5.2 --- Analysis of OBR --- p.58 / Chapter 5.6 --- Summary --- p.59 / Chapter 6 --- Conclusion --- p.61 / Chapter 6.1 --- Summaries of Results --- p.61 / Chapter 6.1.1 --- Cost functions --- p.61 / Chapter 6.1.2 --- Optimization of the cost functions --- p.62 / Chapter 6.1.3 --- Implementation of OBR into GSM --- p.64 / Chapter 6.2 --- Suggestions for further researches --- p.64 / Appendix --- p.65 / Chapter A --- Derivation of cost functions --- p.66 / Chapter A.1 --- Geographic based scheme --- p.66 / Chapter A.2 --- Time based scheme --- p.67 / Chapter A.3 --- Bloom filter based scheme --- p.68 / Chapter B --- On the optimality of the cost functions --- p.71 / Chapter B.1 --- Steepest Descent Algorithm for various protocols --- p.71 / Chapter B.2 --- Bloom filter based scheme --- p.72 / Chapter B.3 --- Time Based Scheme --- p.74 / Chapter B.4 --- One-Bit-Reply scheme --- p.75 / Chapter B.5 --- Geographic Based Scheme --- p.75 / Chapter C --- Simulation of OBR --- p.77 / Bibliography --- p.79

In the contemporary global neoliberal economy financial debt shapes indebted subjectivity. It also drastically alters education philosophy, policy and practice. This dissertation analyzes in an interdisciplinary fashion the impacts of financial debt on subjectivity and educational experience. As a work of philosophy of education, it also examines the ways in which education can be a practice that liberates subjectivity from debt’s delimiting force. Emancipatory education theory and practice play an important role in current and future struggles for debt jubilee.

Extant literature suggests not only that social relationships are one context in which individuals may pursue personal strivings (Rusbult, Finkel & Kumashiro, 2009a), but also that individuals may assess their marital satisfaction based on their goal-striving successes (Li & Fung, 2011). Indeed, the degree to which partners appear to be responsive to one another's goals and ideals, termed partner responsiveness, has been linked with personal and relational well-being (Reis, Clark & Holmes, 2004; Rusbult et al., 2009a). Virtues such as commitment, trust, and compassion have been theoretically and empirically associated with upward cycles of partner responsiveness and personal and relational well-being (Canavello & Crocker, 2010; Reis & Gable, 2015). Partner responsiveness has also been consistently linked with goal attainment and well-being in the context of social relationships (Drigotas, 2002). The present study sought to bridge these two literatures by examining the potential mediating role of partner responsiveness between virtues and goal attainment. Data for the present study came from a cross-sectional survey of 840 heterosexual married couples living across the United States. Hypotheses were analyzed using an actor-partner interdependencemodel (Kenny, Kashy & Cook, 2006). Results suggested that partner responsiveness partially mediated actor effects of virtue on goal attainment, but fully mediated the partner effects of virtue on goal attainment. Gender effects emerged such that the direct effects of virtues on goal attainment were stronger for husbands than for wives. These results indicate that within-dyads (Kenny et al., 2006) gender difference variables (e.g. percent of family income earned) are likely to account for these differences. Study limitations and suggestions for future research are discussed.

Motivation can foster engagement in the Vocational Rehabilitation (VR) program leading to benefits that can potentially result in sustainable employment. The purpose of this study was to examine the impact of Motivational Interviewing using the Motivation Curriculum for Vocation Rehabilitation Consumers (MCRC) on stages of change, self-determination, functional disability limitations awareness and life satisfaction on minority and non-minority VR clients with disabilities that had open cases with The Florida Division of Vocational Rehabilitation. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Thesis (M.A.) --University of Limpopo, 2010 / The aim of this research is to analyse personal naming pertaining to the Bapedi of Moletjie, Limpopo Province. The study has indicated that personal naming is regarded as a very serious matter among the Bapedi of Moletjie; and is in most instances influenced by the context that prevails during the birth of children. Thus, names are given to children taking into account issues such as status, marital wealth, health, biological and social relationships, nature, and the environment. The study concludes by indicating that naming is part and parcel of human existence and is thus going to be with us forever.

This thesis addresses how personal therapy for therapists, with specific focus on social workers, is personally and professionally beneficial. A thorough review of the literature highlights the efficacy of psychotherapy, risks facing mental health professionals, and an examination of the relationships between personal improvement and professional development. My own research into the attitudes toward and experiences with personal therapy among MSW's in South Dakota expands upon the existing literature, further discussing the association between personal and professional as shown in the quantitative and qualitative data that emerged from my study. Finally, this paper explores the ways in which the personal value of self-care and the professional value of care-for-clients interact vis-à-vis ethical obligations to self, client, and colleagues, and competent social work practice.

Spirit of Learning in a general sense is an exploration of the inextricable link between learning, individual personal development and potential. This thesis emphasises the personal/spiritual development of the educator, including the author, within an enhanced, holistic learning context, which is called 'integrated accelerative learning'. The inquiry examines the way individual educators and 'life-long learners' develop their inner selves, by exploring some of their relevant attitudes, values and significant life experiences. The accelerative learning approach is based on a philosophy which includes an expanded view and maximisation of human potential. It incorporates the knowledge of individual learning styles, 'multiple intelligences' and emphasises the development of effective life-long learning strategies. Throughout the thesis the use of the term 'spiritual development' is intended to be interchangeable with 'personal development' and is based on the author's view that the essential self is a spiritual being.An 'educator of integrated acclerative learning'is described as one who is aware of, and to some degree, consciously utilises elements of the paraconscious (beyond the usual conscious level), in order to enhance the teaching/learning process and promote personal development within the learner. The author's thesis is that educators need to examine the essence of themselves behind innovative methods used. The belief is that there is a need to nourish, sustain and grow in accordance with the positive and transformative nature of the philosophy espoused and the methods used. Within the area of personal/spiritual development, many themes have emerged, including the changing role and attitudes of the educator from teacher to facilitator. The theme of integration is a particularly strong one and includes the concept of congruency, encouraging the development of all aspects of ourselves and integrating one's personal and professional lives. In general,the writer has discovered that most of the smaller themes can be identified under three major umbrella themes. These are integration, awareness and human potential, the development and expansion of which can be seen as promoting a sense of interconnectedness and the development of spirituality in general / Masters Thesis

This research is documented in three volumes, and is the study of a series of three Doctoral exhibitions. The first of these, Australian moon over Cumbria and the procession of life, evolved from a series of watercolours based on the biblical figures of Eve and the serpent.The volume contains images and a critique from Australian moon over Cumbria. Also included are images that influenced the work, essays, and information on relevant minor exhibitions. The second, Sisters and spinsters, the Misses Swann of Elizabeth Farm, was designed and executed as site-specific.The Misses Swann were nine sisters, and the exhibition focused on the sisters' working lives, their contribution to their local communities, and their personalities.Needlepoint and damask table napkins were used as vehicles for the storytelling.Critical writings and extensive reference material are included. The third in the series, Constructing identity within Catholicism, was based on the hypothesis that images of the culture of Catholicism have the capacity to influence personal identity. All of the work was designed to complement the design and spiritual meaning of the chapel. Included along with the essays are supporting images and documentation. / Doctor of Creative Arts

What is going on in a therapeutic setting when one person tells a story to another? Is it really as it appears to be, with the story being told in order to communicate some information, either affective or factual? Or is this way of thinking about the business of therapy limiting, both for the people concerned (therapist and patient) and for those who theorise about the therapeutic process? These are the questions around which this work is organised. The thesis itself takes the form of a story being told, the story of a therapist, his client, and his clinical supervisor.The story of these relationships is used to argue that stories are told more to create something (a relationship) and forge something (a more vital connection to an animating world) than to communicate something.The author draws on both a philosophical, and a psychoanalytical tradition to show what he suggest are more vital ways of thinking about human behaviour in general and the therapeutic encounter in particular. / Doctor of Philosophy (PhD)