Orientador: Danilo Saretta Verissimo / Banca: Reinaldo Furlan / Banca: Silvio José Benelli / Resumo: Objetiva-se apresentar os fundamentos que tornam possível pensar a questão dacorporeidade [Leiblichkeit] a partir dos escritos de Marx. É importante observar que aquestão da corporeidade não fora objeto de sistematização nos postuladosmarxianos. Não obstante, em Marx há fundamentos que possibilitam versar sobre aquestão da corporeidade. De modo geral, pensar a corporeidade a partir dospostulados marxianos é concebê-la como o fundamento da atividade humanasensível que instala o ser humano na sensibilidade concreta. Para alcançar oobjetivo estipulado, são apresentadas as conceituações de Marx acerca da atividadeobjetiva [gegenständliche Tätigkeit], da natureza [Natur] e do processo de trabalho[der Arbeitprozeß] / Abstract: The objective is to present the fundamental principles that make it possible to study the body [Leiblichkeit] based on Marx's writings. It is important to note that the body was not a systematic study object in the marxian postulates. Nevertheless, there are some principles in Marx that make it possibile to study the body based on his philosophy. To achieve the objective, we present Marx's concepts of objective activity [gegenständliche Tätigkeit], nature [Natur] and the labour process [der Arbeitprozeß] / Mestre

<p> The primary purpose of this study was to determine if a correlation exists between teacher dispositions, grounded in Perceptual Psychology, and student results on the Kentucky Student Voice Survey (KSVS), a 25-question survey adapted from Cambridge Education&rsquo;s Tripod survey. A correlation was found between teacher dispositions and KSVS question number 25 which states &ldquo;my teacher gives us time to explain our ideas.&rdquo; Except for this question, no correlation was found between teacher dispositions and KSVS results. </p><p>

<p> Many educational researchers have advocated for the inclusion of prosocial behavior instruction and practice in K5 public schools along with rigorous academic knowledge. Empathy is considered a foundational social emotional skill, vital for school and life. There is positive correlation between the inclusion of empathy instruction and practice in the classroom with increased prosocial skills, school climate, and engagement. The purpose of this qualitative interpretative phenomenological study was to explore working elementary teacher perceptions of empathy instruction and practice in K5 classrooms in the Northwest United States to better understand the essence of what teachers believed to be the current situation regarding administrative support, resources, and teacher skill and knowledge related to empathy instruction and practice in the classroom. The problem was that many K5 teachers did not include explicit instruction of empathy in the classroom, even though effective empathy instruction and modeling has been shown to improve academic achievement scores, improve teacher measures of positive social emotional behaviors, and decrease negative antisocial behaviors. This qualitative interpretive phenomenological study explored practicing teacher perceptions of empathy instruction and practice in K5 classrooms in Northwestern Oregon through in-depth interviews, non-verbal communication observation notes, and researcher reflection journal. NVivo 11 software was used to analyze themes, with validation of data collection and analysis by member checking of individual data and analysis offered to participants. Study results may advance the understanding of factors that inhibit or enhance teachers&rsquo; ability to teach and practice empathy in the classroom, and aid in the development of empathy instruction and practice methods, designs, and professional development.</p><p>

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009. / Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1597. Advisers: Barry Bull; Luise McCarty.

Thesis (Ph. D.)--University of Hong Kong, 2008.

Thesis (Ph. D.)--University of California, Santa Cruz, 1992. / Typescript. Includes bibliographical references (leaves 269-278).

Thesis (M.F.A.)--York University, 2009. Graduate Programme in Theatre : Acting. / Typescript. Includes bibliographical references (leaves 53-54). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR51610

Thesis (Ph. D.)--Dept. of Political Science and Dept. of History. University of Missouri--Kansas City, 2004. / "A dissertation in political science and history." Advisor: Robert Evanson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 28, 2006. Includes bibliographical references (leaves 236-252). Online version of the print edition.

Thesis (doctoral)--Freie Universität Berlin, 2005. / Includes bibliographical references (p. [260]-263).

Attributes associated with mystical experience among Christians, Buddhists, Jews and Pagans are explored in psychometric data presented in this thesis. Two such attributes in particular, the personality trait of psychoticism and attitudes held towards mysticism, are given focal attention. Psychoticism, a trait at one time supposedly linked with vulnerability to psychosis, has been much assessed in previous research into religiosity- personality correlates, and a more recent emerging literature has assessed this trait in relationship to religious experience. However, as this thesis clarifies, good grounds exist for challenging the view that this is a homogeneous trait. Assessments of traits relating to distinct facets of psychoticism, specifically the three traits of agreeableness, conscientiousness and openness to experience, provided solid grounds for taking apparently significant positive correlations between mystical experience and psychoticism as evidence that the former is associated with creativity rather than psychosis. In each religious group studied, a significant positive correlation was found between attitudes to mysticism and mystical experience. However, this thesis also presents grounds for distinguishing these concepts. The possibility that psychoticism relates in different ways to these constructs, and the implications this has for the question of whether mysticism arises through social learning or reflects an innate tendency invariant across creed, are considered