The purpose of this study was to determine perceptions of students, teachers and parents concerning English-medium instruction and their perceptions of English as a foreign language. The research design of the study comprised a nation-wide questionnaire survey and individual interviews. The sample for the survey consisted of 982 students, 383 teachers and 988 parents in 42 Anatolian high schools across 32 provinces in Turkey selected using statified and criterion sampling. The participants of the interviews were six students, four teachers and four parents. Two distinct instruments were used for data collection / a survey questionnaire containing five-point Likert scales and open-ended questions / and a semi-structured interview schedule. To analyze quantitative data, descriptive statistics, one-way ANOVA and bivariate correlations were conducted. The qualitative data of the interviews and open-ended questions were analyzed via content analysis. Results indicated that students, teachers and parents do not favor English-medium instruction at secondary education. Regardless of their position on English-medium instruction, participants underscored problems of implementation of English-medium instruction at Anatolian high schools. A positive correleation was found between perceptions of English and perceptions of English-medium instruction for each group. Results also showed that all groups perceive English positively as a foreign language, and support the teaching and learning of English. According to students&amp / #8217 / and teachers&amp / #8217 / perceptions, English-medium instruction influences the instructional process in math and science in Anatolian high schools, and poses problems particularly in the learning of the subject matter.

「熱情」是心理學研究上新興的研究主題，包括熱情的概念、熱情的前置因素以及影響後果等研究。本研究的主要目的在探討國中小教師的教學熱情現況，與可能影響教學熱情的人口變項，包括教師的性別、年齡、任教年資、擔任職務、及最高學歷、畢業科系與教學熱情的關係。同時也探討教學熱情的影響後果，包括教學省思行為、教學內在動機、學習者中心教學信念、深度對談、專業合作及自我導向學習、創新教學行為、創新擴散與教學熱情的關係。本研究採問卷調查方式，以北、中、南區公私立國民中小學418位國中教師和160位國小教師為研究對象，使用的研究工具包括教學活動熱情量表、輔導活動熱情量表、教學省思行為量表、教學內在動機量表、學習者中心教學信念量表、專業合作與自我導向學習量表、深度對談量表、教學創新行為量表、創新擴散量表。 研究結果發現︰ 一、關於國中小教師的教學熱情和教學各變項之現況 1.國中小教師的教學熱情程度中等偏高，其中教學活動和諧性熱情顯著高於其他三種教學熱情，輔導活動和諧性熱情顯著高於強迫性熱情，而教學活動強迫性熱情僅顯著高於輔導活動強迫性熱情。國小教師除了在輔導活動強迫性熱情上顯著低於國中教師外，其他三種教學熱情均顯著高於國中教師。 2.國中小教師在教學各變項上大致為正向反應，其中教師的教學內在動機顯著高於其他教學變項，學習者中心教學信念僅顯著低於教學內在動機，而教學省思行為則顯著低於教學內在動機和學習者中心教學信念，創新教學行為和專業合作與自我導向學習顯著高於創新擴散和深度對談，而深度對談則顯著低於其他教學變項。此外，國小教師除了在專業合作與自我導向學習未顯著高於國中教師外，在其他教學變項上均顯著高於國中教師。 二、關於人口變項在教學熱情上的差異情形 1.不同任教年資、最高學歷以及男女國中小教師，在教學熱情上並無顯著差異。 2.不同年齡、擔任職務、畢業科系、任教科目和輔導經歷的國中小教師，在四種教學熱情上均有顯著差異。 三、關於教學熱情與教學各變項之關係 1.分別或整體探討國中小教師的教學熱情與教學各變項之關係，教學熱情越高，其教學省思行為、教學內在動機、以及學習者中心教學信念、深度對談、專業合作自我導向學習、創新教學行為和創新擴散則越高。 2.從預測角度來看，在多元迴歸模式中以教學活動和諧性和強迫性熱情對國中小教師的教學內在動機、創新教學行為最有正向預測力；以教學活動和諧性熱情對教學省思行為、學習者中心教學信念、深度對談最具正向的預測力；以輔導活動和諧性和強迫性熱情對專業合作及自我導向學習具有最佳的正向預測力；而以輔導活動強迫性熱情對創新擴散具有最佳的正向預測力。 四、關於人口變項、教學熱情與教學各變項之關係 1.無論在教學活動或輔導活動方面，有越多和諧性熱情的國中小教師，會有較多的教學省思行為、教學內在動機、學習者中心教學信念出現。 2.無論在教學活動或輔導活動方面，有越多強迫性熱情的教師，會有較多的創新教學行為、創新擴散出現，也會傾向專業合作及自我導向學習。 3.國中教師、21-30歲教師、以及輔導室教師較傾向專業合作及自我導向學習和深度對談。 4.最高學歷為研究所、畢業科系為大學教育科系、師範教育科系、師範非教育相關科系的教師，較傾向專業合作及自我導向學習。 　最後，本研究根據研究結果對實務與未來研究提出建議。

The present dissertation has the intention to establish how measured Sartre obtains to surpass the solipsism of the conscience, interpreting the registers that compose the phenomenological concept of Looking at, in The Being and the Nothing. After to define the concept of solipsism, will be in evidence the problem that it implies and that, according to Sartre, is originated from the notion of Cartesian Cogito. It is manifested the construction of conceptual-description of the notion of Looking at and the paper that this concept plays in the measure that offers a not cognitive evidence of the Other s existence. There are evaluated the contributions and obstacles of the concept s use of Looking at in the Sartrean attempt of overcoming the solipsism. Concluding, it is verified the reach of this Cogito extended , as Sartre calls to the experience of Looking at. From a phenomenological point of view, it results evident that the solipsism is a false problem and that the Other exists without no doubt. Ontologically, is more difficult to have this certainty, therefore Sartre does not resign to the starting point of Cogito. / O texto discute em que medida Sartre consegue superar o solipsismo da consciência, interpretando os registros que compõem o conceito fenomenológico de Olhar, em O Ser e o Nada. Após definir o conceito de solipsismo, ficará em evidência a problemática que este implica e que, segundo Sartre, origina-se da noção de Cogito cartesiano. Mostra-se a construção histórico-conceitual da noção de Olhar e o papel que este conceito joga na medida que oferece uma evidência não cognitiva da existência do Outro. Avaliam-se as contribuições e malogros do uso do conceito de Olhar na tentativa sartreana de superação do solipsismo. Em conclusão, indica-se o alcance desse Cogito ampliado , como Sartre chama à experiência do Olhar. Fenomenologicamente, a existência do Outro resulta evidente. Porém, não se dá a mesma certeza no nível ontológico. Isso exigiria sair do Cogito, como ponto de partida do filosofar, mas Sartre não abre mão dessa perspectiva.

Cette recherche a pour objectif d’examiner l’influence de la présence, dans des annonces presse, d’un personnage, d’un visage ou de la direction d’un regard sur l’attention portée à cette annonce ainsi que sur la mémorisation et les évaluations de cette annonce. Afin d’éprouver nos hypothèses quatre expérimentations ont été menées. Dans l’une d’entre elles un système eye-tracking a été utilisé permettant de mieux cerner les processus attentionnels. Pour nous rapprocher des conditions d’exposition habituelles à la publicité, les annonces presse ont été dissimulées dans un magazine fictif. Les résultats obtenus montrent que la présence du personnage ou du visage (versus leur absence), ainsi que le regard dirigé vers le produit (versus le regard dirigé vers l’observateur), exercent une influence sur l’attention portée à l’annonce, la mémorisation de son contenu et son évaluation. / This research aims to examine the influence of the presence in a print advertisement of a character, a face or a gaze direction (gaze directed toward the product versus gaze directed toward the observer) on attention toward the advertisement, the memorization and the evaluation of the advertisement content. To test our hypotheses, four experiments were conducted. In one of these experiments an eye-tracker has been used to better measure attentional processes. In order to approach the ordinary conditions of exposure to advertising, print advertisements were inserted in a fictive magazine (folder test procedure). The results show that the presence of the character or the face (versus their absence) and the gaze directed toward the product (versus gaze directed toward the observer) improve the attention toward the advertisement, the memorization and the assessment of advertisement content.

No description available.

No description available.

No description available.

Master of Science / Department of Psychology / Donald A. Saucier / Research has demonstrated that negative perceptions of rape victims may vary based on characteristics such as the victims’ race (e.g., Estrich, 1987; Wyatt, 1992). This study examined rape from feminist (e.g., Collins, 1991; hooks, 2003) and Social Dominance Theory (SDT; e.g., Pratto, 1996; Sidanius, 1993) perspectives to assess the relationship between individuals’ social dominance orientation (SDO) and differences in their attitudes toward rape victims of differing races. After reading newspaper-style vignettes describing the rape of either a White or Black victim, participants (N = 83) completed measures assessing their levels of rape myth acceptance (RMA), gender role beliefs, SDO, racism, and social desirability. Results indicated that participants’ SDO scores significantly predicted their perceptions of the triviality of the rape. Specifically, when participants’ SDO scores were higher, they perceived the rape as less trivial for White victims. However, participants higher in SDO did not perceive the rape of Black victims as being either more or less trivial. Consistent with previous research, this study also found that negative attitudes toward women significantly predicted overall negative perceptions of both the Black and White rape victims (e.g., Hockett, Saucier, Hoffman, Smith, & Craig, in press) and that individuals perceived the Black rape victims as less credible than the White rape victims (Wyatt, 1992). These results contribute to our understanding of the relationships among individuals’ attitudes about power, race, and rape by offering support for feminist theories about the relationship between rape and power, as well as for SDT and feminist theories regarding the structure of dominance.

Thesis (MPhil (Centre for Health Sciences Education)--University of Stellenbosch, 2010. / Aim: The aim of this study was to investigate the approaches, conceptions and perceptions toward learning of undergraduate Physiotherapy students in a PBL module in order to inform curriculum development and enhance facilitation of learning at the Stellenbosch University Division of Physiotherapy. Methodology: A mixed-method, descriptive study was conducted during 2010. Physiotherapy students currently in their 3rd year of the course, completed the Revised Two-factor Study Process Questionnaire (R-SPQ-2F) at the commencement of the academic year and again at the end of the first semester. The aim of this questionnaire is to determine the deep and surface approach toward learning of participants. Students also completed a perception of learning questionnaire and participated in focus group discussions to evaluate their perceptions and conceptions of learning in the module. Results of the three data instruments were analysed statistically, descriptively and phenomenographically, respectively. Results: There was a 100% response rate to the R-SPQ-2F and perception questionnaires, with only 6 out of 16 participants responding to invitations for focus group interviews. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. An increase in those with a deep approach and a decrease in those with a surface approach toward learning were seen at the end of the first semester. This shift was however not significant. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Clinical reasoning and internalizing information were seen as two of the advantages of the instructional approach. Conversely, the disadvantages of the module included the perception that the instructional approach used is time consuming and concerns regarding quality and accuracy of learning material. The presence of dysfunctional group dynamics also plays a role in students perceptions of disadvantages in APT. Students conceived the module to have an effect on their approach toward learning and both personal and professional skills. Conclusion: The Applied Physiotherapy 373 module had no significant effect on students‟ approach toward learning. The results of this study however are not conclusive on why and how this lack of significant effect is present. Further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This should be done in conjunction with implementation of quality assurance mechanisms for learning material, introduction of multi-media into PBL sessions and earlier preparation of students for the change in learning environment.

閱讀是未來二十一世紀人才的關鍵能力之一，且閱讀態度是個體發展閱讀能力、展現智慧的動力。然而，我國卻又瀰漫一股過於強調閱讀能力，反而忽略閱讀態度的風氣。因而引發研究者關懷該項議題─父母如何從小開始在家中培養孩子一顆願意喜愛閱讀的心。 故，本研究目的為探討家庭閱讀環境與幼兒閱讀態度兩者間之關係、以及不同背景變項下家庭閱讀環境和幼兒閱讀態度之差異情形。本研究以214對就讀台北市公立幼稚園大班幼兒及其父母作為研究對象，由研究者到校發放改編賴苑玲(2006)之家庭閱讀環境調查問卷，請園方代為轉交至父母填寫，並根據回收有效問卷後，採用Saracho(1988)發展的學前閱讀態度量表詢問幼兒他們對於閱讀活動的喜好程度。將父母與幼兒填寫完畢的資料進行統計軟體處理與分析。 研究結果顯示，社經地位愈高者，其家中的閱讀資源、家長閱讀行為等情形愈佳，但親子閱讀互動方面則無差異，且無論來自何種社經地位，幼兒的閱讀態度皆無差異。而女生在家中的親子閱讀互動較男生頻繁，但男女幼童的閱讀態度卻無差異。此外，家庭閱讀環境與幼兒閱讀態度也無顯著的相關性，其可能原因來自於家中親子閱讀互動不足、家長閱讀信念強調能力導向，或受幼兒個人內在因素等影響。因此，本研究建議低社經地位的家庭宜補強家庭閱讀資源、家長閱讀行為的部分，無論何種社經地位的家庭、幼兒的性別為何皆應同等重視親子閱讀互動。並且家長宜培養積極正向的閱讀態度，幫助孩子理解閱讀是種享受、樂趣，進而喜愛閱讀。最後，鼓勵父母親多關心幼兒在閱讀自我概念、閱讀行為、閱讀能力等方面的發展，以便培養幼兒更積極正向的閱讀態度。 / Recently, Reading is important to everyone, relating someone’s reading ability and so on. However, Taiwan thinks highly of reading ability and neglect the importance of reading attitudes.Therefore,researcher is interested in how to cultivate children’s reading attitudes by home reading environment.The purpose of this study was to know the relationship between home reading environment and Child’s attitudes for reading, regardless of socioeconomic status(SES) or the child’s gender.Subject, 214 students and their parents ,were given the Questionnaire of home reading environment and early reading attitudes scale. The results showed that the higher the socio-economic status, their home reading resources, and parents reading behavior are well, but there is no differences in parent-child reading interaction. And regardless of what socio-economic status, children's reading is no difference in attitude. Girls at home, parent-child interactive reading frequently than boys, but men and women with young children no difference between reading attitude. In addition, the home reading environment and child’s attitudes for reading doesn’t significant correlation, the possible reasons for the lack of parent-child interactive reading, parents emphasized the ability of faith-oriented reading, or by internal factors, such as children affected individuals. Therefore, this study suggests that low socio-economic status of the family wish to reinforce family reading resources, acts the part of parents to read, no matter what socio-economic status of families, children and sex should attach equal importance to both parent-child reading interaction. And parents wish to cultivate a positive attitude toward reading, help children understand that reading is an enjoyment, fun, and enjoy reading.