Thesis (M.A.)--Kent State University, 2009. / Title from PDF t.p. (viewed March 3, 2010). Advisor: Jeffrey Wattles. Keywords: Zen; Chan; Ch'an; Play; Koan; gongan; kung-an; kōan; Blue Cliff Record; Biyanlu; Pi yan lu; Hekiganroku; Wumenguan; Wu-men kuan; Mumonkan; Xuedou Qiongxian; Hsüeh-tou Ch'ung-hsien; Setchō Jūken; Yuanwu Keqin; Yuan-wu K'o-ch. Includes bibliographical references (p. 89-95).

Thesis (B. Psy. Sc.(Hons.))--University of Queensland, 2002. / Includes bibliographical references.

Thesis (M. Nurs.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 118-126).

This document includes the performance report and script for Arrested Professional Development: Some Workplace Taboobs, a semi-autobiographical play conceived, written, and directed by Kelly Howe in collaboration with many colleagues at the University of Texas at Austin (UT) and staged in the campus's Winship Drama Building on March 3 and 4, 2006. The performance's dramaturgical process - in many ways a textual analysis of the author's personal experiences relative to the policing of women's bodies at work - engaged feminist theory, Augusto Boal's Image Theatre dramaturgy, reception theory, Foucauldian analysis, sociological theory, critical performative pedagogy, and queer theory. The play and its report stage a variety of intertwining inquiries all connected to one core question: What might be at stake, and for whom, in constructing what constitutes appropriate dress for women professionals, both in academia specifically, and in more generalized public spheres? / text

We have investigated the experience of individuals at play to better understand how narrative is constructed by collaboration in pretend object play. Our study was conducted with dyads that would play together in two distinct play sessions, with each session being video recorded. Each dyad was shown the video in a retrospective protocol collection. We utilized Grounded Theory as a means of developing and testing hypotheses based on the recorded play session. This process is meant to reveal information about how individual player cognition and interaction develops narrative during pretend play. This paper presents initial findings related to narrative development in collaborative pretend object play with the ambition to use these and future analyses to create intelligent agents capable of pretend play. Present findings demonstrate the construction of narrative and collaborative play is crafted through the making and accepting of play-advancing offers, similar to scene-advancing offers found in improvisational acting.

It is argued that a classification of play which can be systematically related to motivation and function is a prerequisite for empirical studies. 'Arousal' theories have come closest to providing a framework for understanding motivation and function, but the term 'arousal' itself requires careful definition. Definitions of the terms 'play' and 'arousal' are made after review of relevant literature in Chapters 1 and 2. The behavioural sequences which distinguish different kinds of play axe shown to be amenable to quantitative analysis which confirms qualitative behavioural distinctions (Chapters 3 and 4), and to have different functions: ludic play is innovative, whereas exploratory play is more akin to a learning experience (Chapter 5). Chapters 6,7 and 8 draw attention to analogies between manipulative and symbolic play, and experimental investigations explore the relationship between symbolic play and cognitive abilities. No evidence is found for a unique role of symbolic play in cognitive development. The validity of arousal theories is specifically tested in three studies reported in Chapter 9. Theoretical predictions suggest that the motivational antecedents of play and day-dreaming will be similar: the physiological correlates of play and daydreaming are shown to be similar, and to reflect lower states of arousal than are found during exploration and problem-solving. Finally, a model of play is proposed which attempts to integrate the experimental findings within the terms of motivational systems theory. This permits a classification of play which can be directly related to functional outcomes

This thesis is based on material from two sources : the drama, criticism and autobiography of Noel Coward (1899-1973), and the manuscript collection of the Lord Chamberlain's correspondence files on play censorship (1900-1968), currently held at the British Library. The critique proposes a common advocacy of anti-realist representation for the British public stage, particularly during the interwar period, and relates this characteristic form to the possibility of value production. Chapter One associates anti-realism with power, economy and advantage, but from the diverse perspectives of Coward's satire and censorship policy. The discussion is topical, comparing Coward's critiques of artistic and socio-cultural value with censorship criteria, and the function of stage censorship by a Lord Chamberlain. Chapter Two regards only the censorship correspondence on plays banned between 1900 and 1930. Files are presented to show the sponsorship of unrealistic ideals and suppression of subjectively social realism, which might `become' value; also, peculiar areas of `special' permission, or 'extra' licence, produced by censorship reasoning. This provides an historicalpolitical precedent, against which the radical import of Coward's interwar plays is traced in Chanter Three. Finally, Chapter Four applies the critical findings from the interwar, Coward-Chamberlain comparison, to the contention between the Lord Chamberlain and the Royal Court Theatre in the mid-nineteen sixties, concentrating on specific methods and consequences of reclaiming realistic representation. Appendix One lists plays banned 1900-1968, according to the censorship collection; Appendix Two lists private productions mentioned in the files.

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project. / Reprinted by permission of Junior Extension Service, University of Illinois

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