subject:(Enthusiasm)

Cornell University

1. Briley, Alexis. HöLderlin And The Measure Of Enthusiasm.

Degree: PhD, Comparative Literature, 2014, Cornell University

► Hölderlin and the Measure of Enthusiasm argues for a new understanding of measure (Maß) in German lyric poetry around 1800, focusing on the work of… (more)

Subjects/Keywords: Hölderlin; Measure; Enthusiasm

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APA (6^th Edition):

Briley, A. (2014). HöLderlin And The Measure Of Enthusiasm. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/37012

Chicago Manual of Style (16^th Edition):

Briley, Alexis. “HöLderlin And The Measure Of Enthusiasm.” 2014. Doctoral Dissertation, Cornell University. Accessed January 23, 2021. http://hdl.handle.net/1813/37012.

MLA Handbook (7^th Edition):

Briley, Alexis. “HöLderlin And The Measure Of Enthusiasm.” 2014. Web. 23 Jan 2021.

Vancouver:

Briley A. HöLderlin And The Measure Of Enthusiasm. [Internet] [Doctoral dissertation]. Cornell University; 2014. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/1813/37012.

Council of Science Editors:

Briley A. HöLderlin And The Measure Of Enthusiasm. [Doctoral Dissertation]. Cornell University; 2014. Available from: http://hdl.handle.net/1813/37012

Cornell University

2. Eron, Sarah. The Modern Muse: Inspiration In The Age Of Enlightenment.

Degree: PhD, English Language and Literature, 2011, Cornell University

URL: http://hdl.handle.net/1813/29481

► This dissertation argues that eighteenth-century literature is shaped by the modern encounter with-and transformation of-enthusiasm. By examining the rhetorical paradigms of invocation in the eighteenth… (more)

▼ This dissertation argues that eighteenth-century literature is shaped by the modern encounter with-and transformation of-enthusiasm. By examining the rhetorical paradigms of invocation in the eighteenth century, this approach redefines the relationship of secularization to literary history and casts new light on the assumption that the Enlightenment represents a straightforward movement toward secularization. Literary critics have long agreed that the political and religious turmoil of the seventeenth century set the stage for widespread critiques of enthusiasm in the early eighteenth century. But early eighteenth-century literature did not simply reject enthusiastic expression; rather, this period saw a secularization of enthusiasm-a change that arose as a need to preserve inspiration's instrumental relationship to artistic production. The inception of this secularization is linked to the rise of aesthetic philosophy and to modernity's shifting relationship to the public sphere. The anxieties about enthusiasm in the Restoration period cause Augustan authors to reconsider the role of inspiration in modern writing and to reform enthusiasm through innovations in genre. These evocations of inspiration both exhibit an aestheticization of a theological category and import the affective fervor of an ancient theological practice into their modern redactions. This dissertation examines rhetorical paradigms of invocation in the works of Milton, Shaftesbury, Pope, and Fielding. These writers formally revise enthusiasm in a way that generates a new and distinctive representation of the author, in a process that relies on a rhetorical device that reformulates the passive structure of ancient invocation by subjecting it to the more dialogical methods of modern apostrophe and address. Incorporating invocation into their experiments in genre, these authors allow the figure of the muse to survive, but she is now construed as something secular, an apostrophe to a friend or judging spectator, or at times an allusion to the mental or aesthetic faculties of the author himself-his genius. This dissertation, therefore, argues that secularization impacts literary form long before the Romantic period and that secularization, in its relationship to aesthetic form and experience, is not merely an effect of Enlightenment rationality. Advisors/Committee Members: Brown, Laura Schaefer (chair), Bogel, Fredric Victor (committee member), Saccamano, Neil Charles (committee member), Parker, Alan R. (committee member).

Subjects/Keywords: enthusiasm; inspiration; enlightenment; secularization; aesthetics; form

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APA (6^th Edition):

Eron, S. (2011). The Modern Muse: Inspiration In The Age Of Enlightenment. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/29481

Chicago Manual of Style (16^th Edition):

Eron, Sarah. “The Modern Muse: Inspiration In The Age Of Enlightenment.” 2011. Doctoral Dissertation, Cornell University. Accessed January 23, 2021. http://hdl.handle.net/1813/29481.

MLA Handbook (7^th Edition):

Eron, Sarah. “The Modern Muse: Inspiration In The Age Of Enlightenment.” 2011. Web. 23 Jan 2021.

Vancouver:

Eron S. The Modern Muse: Inspiration In The Age Of Enlightenment. [Internet] [Doctoral dissertation]. Cornell University; 2011. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/1813/29481.

Council of Science Editors:

Eron S. The Modern Muse: Inspiration In The Age Of Enlightenment. [Doctoral Dissertation]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/29481

The Ohio State University

3. Rolider, Amos. Effects of enthusiasm training on subsequent teacher enthusiasm behavior.

Degree: PhD, Graduate School, 1979, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487085764398

Subjects/Keywords: Education; Enthusiasm; Teachers

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APA (6^th Edition):

Rolider, A. (1979). Effects of enthusiasm training on subsequent teacher enthusiasm behavior. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487085764398

Chicago Manual of Style (16^th Edition):

Rolider, Amos. “Effects of enthusiasm training on subsequent teacher enthusiasm behavior.” 1979. Doctoral Dissertation, The Ohio State University. Accessed January 23, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487085764398.

MLA Handbook (7^th Edition):

Rolider, Amos. “Effects of enthusiasm training on subsequent teacher enthusiasm behavior.” 1979. Web. 23 Jan 2021.

Vancouver:

Rolider A. Effects of enthusiasm training on subsequent teacher enthusiasm behavior. [Internet] [Doctoral dissertation]. The Ohio State University; 1979. [cited 2021 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487085764398.

Council of Science Editors:

Rolider A. Effects of enthusiasm training on subsequent teacher enthusiasm behavior. [Doctoral Dissertation]. The Ohio State University; 1979. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487085764398

4. Kim, Tae Hee. Mediating effects of teacher enthusiasm and peer enthusiasm on students' interest in the college classroom.

Degree: PhD, Educational Psychology, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-2801

► For teachers and educators, developing students’ interest in the classroom has been a primary concern. Relatedly, for decades educational researchers have explored the construct of… (more)

▼ For teachers and educators, developing students’ interest in the classroom has been a primary concern. Relatedly, for decades educational researchers have explored the construct of interest and the factors that influence students’ interest. However, despite the importance given to context to interest development in these theoretical descriptions, less attention has been paid to understanding teacher and classmate characteristics as contextual factors that may influence, positively and negatively, students’ interest. Therefore, with the goal of exploring the role of the teacher and classmates in students’ interest in a course throughout a semester, this study explored mediator effects of students’ perceptions of teacher enthusiasm and of peer enthusiasm on the relation between their initial interest and their situational interest at the end of the semester. Also, students’ motivation for affiliation with their teacher and with peers was added to investigate associations between these student variables and their perceptions of teacher and peer enthusiasm. Data were collected in 12 different classes with different instructors. In total, 455 students participated in the study, by filling out surveys at the beginning and end of the semester. For the main analysis, a path analysis was used in order to explore the relationships among initial interest, background knowledge, perceptions of teacher enthusiasm, perceptions of peer enthusiasm, motivation for affiliation with the teacher, motivation for affiliation with peers, and the situational interest variables of “hold interest” and “catch interest” at the end of the semester. Results indicated that the relationships between initial interest and “hold” as well as “catch” interest were mediated by perceptions of peer enthusiasm but not teacher enthusiasm. Also, perceptions of teacher enthusiasm and of peer enthusiasm had direct effects on “hold” interest as well as “catch” interest. Also, students’ affiliative motivation with the teacher and peers had direct effects on their perceptions of teacher and peer enthusiasm. Overall, this study makes a contribution to an appreciation for the importance of contextual factors as well as students’ own individual variables to understanding the mechanisms by which students’ interest in a course develops and is maintained throughout the semester. Advisors/Committee Members: Schallert, Diane L. (advisor), SVINICKI, MARILLA D. (committee member), EMMER, EDMUND T. (committee member), WHITTAKER, TIFFANY A. (committee member), MOSLEY, MELISSA (committee member).

Subjects/Keywords: Interest; Teacher enthusiasm; Peer enthusiasm

…very wonderful people in my entire life. vi Mediating Effects of Teacher Enthusiasm and… …Peer Enthusiasm on Students’ Interest in the College Classroom Tae Hee Kim, Ph.D. The… …effects of students’ perceptions of teacher enthusiasm and of peer enthusiasm on the relation… …associations between these student variables and their perceptions of teacher and peer enthusiasm… …among initial interest, background knowledge, perceptions of teacher enthusiasm, perceptions…

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APA (6^th Edition):

Kim, T. H. (2011). Mediating effects of teacher enthusiasm and peer enthusiasm on students' interest in the college classroom. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2801

Chicago Manual of Style (16^th Edition):

Kim, Tae Hee. “Mediating effects of teacher enthusiasm and peer enthusiasm on students' interest in the college classroom.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 23, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-2801.

MLA Handbook (7^th Edition):

Kim, Tae Hee. “Mediating effects of teacher enthusiasm and peer enthusiasm on students' interest in the college classroom.” 2011. Web. 23 Jan 2021.

Vancouver:

Kim TH. Mediating effects of teacher enthusiasm and peer enthusiasm on students' interest in the college classroom. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2801.

Council of Science Editors:

Kim TH. Mediating effects of teacher enthusiasm and peer enthusiasm on students' interest in the college classroom. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2801

5. Bhattacharjee, Bharati. Studies on some aspects of molecular complexes; -.

Degree: Chemistry, 1985, North-Eastern Hill University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/54807

Abstract not available newline newline

Summary p. i-v

Advisors/Committee Members: Bhat, S N.

Subjects/Keywords: Molecular; Unwavering; Enthusiasm; Industrial; Encouragement

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APA (6^th Edition):

Bhattacharjee, B. (1985). Studies on some aspects of molecular complexes; -. (Thesis). North-Eastern Hill University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/54807

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bhattacharjee, Bharati. “Studies on some aspects of molecular complexes; -.” 1985. Thesis, North-Eastern Hill University. Accessed January 23, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/54807.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bhattacharjee, Bharati. “Studies on some aspects of molecular complexes; -.” 1985. Web. 23 Jan 2021.

Vancouver:

Bhattacharjee B. Studies on some aspects of molecular complexes; -. [Internet] [Thesis]. North-Eastern Hill University; 1985. [cited 2021 Jan 23]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/54807.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bhattacharjee B. Studies on some aspects of molecular complexes; -. [Thesis]. North-Eastern Hill University; 1985. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/54807

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Estadual de Campinas

6. Petrelli, Humberto Zanardo, 1970-. Técnica e entusiasmo como condição para se alcançar a excelência segundo Platão: Technique and enthusiasm as condition for achieving excellence according to Plato.

Degree: 2014, Universidade Estadual de Campinas

URL: http://repositorio.unicamp.br/jspui/handle/REPOSIP/281094

► Abstract: This work aims to demonstrate that to acquire "excellence" (aretê), according to Plato (427-347 BC), it is necessary to combine both technique (tekhnê) and… (more)

Subjects/Keywords: Platão; Dialética; Arte - Técnica; Entusiasmo; Virtude; Dialetic; Art - Technique; Enthusiasm; Virtue

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APA (6^th Edition):

Petrelli, Humberto Zanardo, 1. (2014). Técnica e entusiasmo como condição para se alcançar a excelência segundo Platão: Technique and enthusiasm as condition for achieving excellence according to Plato. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/281094

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Petrelli, Humberto Zanardo, 1970-. “Técnica e entusiasmo como condição para se alcançar a excelência segundo Platão: Technique and enthusiasm as condition for achieving excellence according to Plato.” 2014. Thesis, Universidade Estadual de Campinas. Accessed January 23, 2021. http://repositorio.unicamp.br/jspui/handle/REPOSIP/281094.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Petrelli, Humberto Zanardo, 1970-. “Técnica e entusiasmo como condição para se alcançar a excelência segundo Platão: Technique and enthusiasm as condition for achieving excellence according to Plato.” 2014. Web. 23 Jan 2021.

Vancouver:

Petrelli, Humberto Zanardo 1. Técnica e entusiasmo como condição para se alcançar a excelência segundo Platão: Technique and enthusiasm as condition for achieving excellence according to Plato. [Internet] [Thesis]. Universidade Estadual de Campinas; 2014. [cited 2021 Jan 23]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/281094.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Petrelli, Humberto Zanardo 1. Técnica e entusiasmo como condição para se alcançar a excelência segundo Platão: Technique and enthusiasm as condition for achieving excellence according to Plato. [Thesis]. Universidade Estadual de Campinas; 2014. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/281094

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Nova

7. Montero, Carla Sílvia Rodrigues da Ponte. Bases del coaching en la práctica docente: su posible aplicación en una clase de ELE de la Enseñanza Básica portuguesa.

Degree: 2014, Universidade Nova

URL: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/14655

► El presente informe tiene como propósito definir las bases esenciales del coaching y su posible adecuación al campo educativo, en una época en la que… (more)

▼ El presente informe tiene como propósito definir las bases esenciales del coaching y su posible adecuación al campo educativo, en una época en la que el alumnado parece un poco «desconectado» de la Escuela, no entendiendo a priori su importancia para su propio crecimiento personal y enriquecimiento profesional en el futuro. En el primer capítulo, empezaremos por la definición del concepto de coaching, su origen y principios fundamentales. En el segundo, el foco se centrará en la importancia de la aplicación de las bases del coaching en el proceso enseñanza-aprendizaje, el papel fundamental del profesor coach y sus competencias. En el tercero capítulo se dará cuenta de algunas herramientas internas (asociadas a la propia capacidad del profesor coach) y externas (aquellas que puede utilizar el docente al echar mano de recursos externos a él mismo) importantes en un proceso de coaching. En el cuarto capítulo, se procederá a la experiencia práctica de la metodología en clase, mencionando algunas limitaciones a su adaptación a la realidad, aún en este capítulo se pondrá en destaque la importancia de generar empatía desde las primeras clases; por último, se trazará la experiencia en una clase ELE (la que fue objeto de estudio en la Práctica de la Enseñanza Supervisionada) de acuerdo con el Modelo Grow, la técnica más frecuente en coaching, describiendo el perfil de la reality y el plan de acción a llevar a la práctica a lo largo del curso según los objetivos planteados, culminando en la análisis de los resultados obtenidos y su evaluación con respecto a la efectiva prosecución de la metodología aplicada. Al final, se procederá a una reflexión generalizada sobre el coaching en la educación y sus supuestos beneficios, no solo en el espacio restricto del aula, sino en el espacio más alargado del Colegio, en una perspectiva de crear alumnos más motivados y responsables, involucrados en «aprender a aprender», «aprender a hacer», «aprender a vivir» y «aprender a ser» - aspectos fundamentales en la creación de una Escuela de futuro.

Subjects/Keywords: Coaching; Alunos; Profesores; Aprender; Entusiasmo; Students; Teachers; To learn; Enthusiasm

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APA (6^th Edition):

Montero, C. S. R. d. P. (2014). Bases del coaching en la práctica docente: su posible aplicación en una clase de ELE de la Enseñanza Básica portuguesa. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/14655

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Montero, Carla Sílvia Rodrigues da Ponte. “Bases del coaching en la práctica docente: su posible aplicación en una clase de ELE de la Enseñanza Básica portuguesa.” 2014. Thesis, Universidade Nova. Accessed January 23, 2021. http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/14655.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Montero, Carla Sílvia Rodrigues da Ponte. “Bases del coaching en la práctica docente: su posible aplicación en una clase de ELE de la Enseñanza Básica portuguesa.” 2014. Web. 23 Jan 2021.

Vancouver:

Montero CSRdP. Bases del coaching en la práctica docente: su posible aplicación en una clase de ELE de la Enseñanza Básica portuguesa. [Internet] [Thesis]. Universidade Nova; 2014. [cited 2021 Jan 23]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/14655.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Montero CSRdP. Bases del coaching en la práctica docente: su posible aplicación en una clase de ELE de la Enseñanza Básica portuguesa. [Thesis]. Universidade Nova; 2014. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/14655

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Krause, Jonathan H. The Political Theology of David Hume.

Degree: PhD, Philosophy, 2015, The Catholic University of America

URL: http://hdl.handle.net/1961/cuislandora:28269

►

Hume's concern for religion is evidenced by his references to it throughout his works. Indeed, he claims in the Natural History that "every enquiry, which… (more)

▼

Hume's concern for religion is evidenced by his references to it throughout his works. Indeed, he claims in the Natural History that "every enquiry, which regards religion, is of the utmost importance." Commentators have often treated Hume's interest in religion as theoretical, as though he was primarily concerned to establish religion's truth or falsity. Yet in the Essays and History of England he indicates that disputes over religious forms and beliefs are "frivolous" and "utterly absurd." This raises an obvious question: if disagreements concerning religion are "frivolous" and "absurd," then why are inquiries regarding religion of "the utmost importance"? Hume's answer is political in nature. "Religion," he says in the History, "can never be deemed a point of small consequence in civil government." He there calls our attention to religious disputes not on detached theoretical grounds, but "only so far as they have influence on the peace and order of civil society." This dissertation argues that the way to approach Hume on religion is through his understanding of the relationship between religion and political life, that is to say, through his "political theology." To bring out different aspects of the political problem of religion, each of this dissertation's four chapters focuses on the textual analysis of a particular work: A Treatise of Human Nature, The Natural History of Religion, Dialogues Concerning Natural Religion, and The History of England. The findings of this dissertation show that Hume's critique of various religions concerns their effects on the liberty and stability of society. The dissertation also shows that Hume's "remedy" for the oppressive and destabilizing effects ofreligion does not involve its elimination from society, but rather the curbing of its negative social effects. Hume holds that a secular civic education, "good government," state-established religion, the advancement of the arts and sciences, and material prosperity curb people's reliance on religion in moral, cultural, and political matters. Skeptical religious education, in particular, is central to Hume's remedy, for opinions and habits must be shaped in order for people to look at religious questions as secondary (or even inimical) to the peace of society.

Degree awarded: Ph.D. Philosophy. The Catholic University of America

Advisors/Committee Members: McCarthy, John C (Advisor), Gorman, Michael (Other), Hassing, Richard F (Other), Young, Robin (Other), Sebrechts, Marc M (Other).

Subjects/Keywords: Philosophy of Religion; Enthusiasm; Hume; Political; Religion; Superstition; Theology

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APA (6^th Edition):

Krause, J. H. (2015). The Political Theology of David Hume. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/cuislandora:28269

Chicago Manual of Style (16^th Edition):

Krause, Jonathan H. “The Political Theology of David Hume.” 2015. Doctoral Dissertation, The Catholic University of America. Accessed January 23, 2021. http://hdl.handle.net/1961/cuislandora:28269.

MLA Handbook (7^th Edition):

Krause, Jonathan H. “The Political Theology of David Hume.” 2015. Web. 23 Jan 2021.

Vancouver:

Krause JH. The Political Theology of David Hume. [Internet] [Doctoral dissertation]. The Catholic University of America; 2015. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/1961/cuislandora:28269.

Council of Science Editors:

Krause JH. The Political Theology of David Hume. [Doctoral Dissertation]. The Catholic University of America; 2015. Available from: http://hdl.handle.net/1961/cuislandora:28269

University of Illinois – Urbana-Champaign

9. Vorhies, Heather. A physiological definition of style: science, religion, and women��s writings in the early American republic.

Degree: PhD, 0311, 2013, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/44461

► The world of the early American Republic was surprisingly inter-connected: ideas, people, and text traveled in the name of Christianity. This curious combination of rhetoric… (more)

▼ The world of the early American Republic was surprisingly inter-connected: ideas, people, and text traveled in the name of Christianity. This curious combination of rhetoric and science in the service of God during the early American Republic is the heart of my dissertation project. My dissertation brings together early American evangelical Protestantism, Enlightenment rhetoric, and Benjamin Rush’s physiological psychology in an analysis of transatlantic religious writing, speaking, and reading practices in the Atlantic world. Using Methodist women's spiritual journals, copybooks, and correspondence as my primary sources, I argue that the mental experience of persuasion is in fact a bodily one. I thereby question current assumptions about Enlightenment rhetoric, namely that it fostered no real changes or improvements to rhetorical theory. I contend that Enlightenment rhetoric did indeed effect deep changes in rhetorical theory. Based on evidence of the early American Republic’s understanding of Enlightenment rhetorical and scientific theory, we can see 1) rhetoric as epistêmê, or a system of knowledge, rather than technê, skills or craft, 2) a deeply body-dependent concept of the mind that comes to light in evangelical Protestantism’s practice of enthusiasm, and therefore, 3) a canon of style that was essential (and continues to be essential) to cognition. Thus, I redefine what the canon of style does, rather than what style looks like, in practice in early America. Recently, scholars in Rhetoric and Composition have renewed the field's interest in style and stylistics. The field largely ignored style for the past two decades, and marked those historical periods of rhetoric that were invested in the canon of style as lacking "rhetorical theory." In consequence, contemporary scholars of rhetoric have blamed Enlightenment rhetoric for the prevalence of current-traditional rhetoric, the period of rule-driven linear writing from the latter half of the nineteenth-century into the twentieth, in modern writing education. Positioning Enlightenment rhetoric as a scapegoat for the existence of current-traditional rhetoric robs the Enlightenment of its unique contributions to rhetorical theory, namely style and rhetoric as “the science of communication.” With early American Methodists’ religious writings as a case study, my research leads me to contend that style is not the "dressing-up" of thought or "ornament" of ideas already conceived, but rather is the canon that facilitates cognition. Advisors/Committee Members: Mortensen, Peter L. (advisor), Mortensen, Peter L. (Committee Chair), O'Gorman, Ned (committee member), Markley, Robert (committee member), Underwood, Ted (committee member).

Subjects/Keywords: Rhetoric; physiological psychology; style; eighteenth century; religious enthusiasm; transatlantic

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APA (6^th Edition):

Vorhies, H. (2013). A physiological definition of style: science, religion, and women��s writings in the early American republic. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44461

Chicago Manual of Style (16^th Edition):

Vorhies, Heather. “A physiological definition of style: science, religion, and women��s writings in the early American republic.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 23, 2021. http://hdl.handle.net/2142/44461.

MLA Handbook (7^th Edition):

Vorhies, Heather. “A physiological definition of style: science, religion, and women��s writings in the early American republic.” 2013. Web. 23 Jan 2021.

Vancouver:

Vorhies H. A physiological definition of style: science, religion, and women��s writings in the early American republic. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/2142/44461.

Council of Science Editors:

Vorhies H. A physiological definition of style: science, religion, and women��s writings in the early American republic. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44461

University of Southern California

10. Conti, Gino. Queer enthusiasms: cross-gender awakening and the affective remnants of religious feeling.

Degree: PhD, English, 2015, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/620695/rec/5373

► Queer Enthusiasms examines the overlap between the non-secular and non-gender normative through attention to the gesture of religious enthusiasm in three historical moments. This temporal… (more)

▼ Queer Enthusiasms examines the overlap between the non-secular and non-gender normative through attention to the gesture of religious enthusiasm in three historical moments. This temporal triptych reveals structures of enthusiastic feeling, knowing, and narrating the self that cross-gendered believers in the eighteenth century; marked inversion and androgyny in the twentieth, and continue to trigger trans discourse in the twenty-first. These “enthusiastic gestures,” I argue—remnants of First Great Awakening Protestant enthusiasm, a slur that contained accusations of both heterodoxy and disorder—continue to mark cross-gender narrative, particularly in trans and queer representations and refigurations of gender woundedness. I consider religious enthusiasm and its related charges, melancholy and antinomianism, as capacious categories of eighteenth-century difference that both include and exceed gender-crossing, and that continue to influence queer and trans cultural narrative. Such narratives, temporal turns, and structures of feeling repeat a series of gestures whose histories, I argue, can be located in eighteenth-century enthusiasms that center around Lutheran-Pauline understandings of faith and grace as they are taken up by both British and German Pietism. Specifically, I examine eighteenth-century Methodist and Moravian Protestant belief and practice as queer, and twentieth-century cross-gender narrative by modernist writers Radclyffe Hall and H.D. as enthusiast. Throughout this project, both the queerly devoted (Methodists, Moravians) and devotional queers (Hall, H.D.) take in, and take on, a wound I recognize as a religious wound. While it is tempting to view such moves as radical, the history of enthusiasm embedded in these non-secular gestures draws on tropes of exceptionalism, martyrdom, and suffering’s contestation that themselves are entangled with racialization and settlement. A transhistoric return to religious enthusiasm allows for a more accommodating understanding of difference that can account for historical conjunctions between gender and race that exceed currently defined identity categories. At the same time, putting earlier enthusiasms into conversation with modern enthusiasms elucidates troubling remnants of the non-secular, and the disciplinary, in contemporary trans and queer discourse. Advisors/Committee Members: Tongson, Karen (Committee Chair), Rowe, John Carlos (Committee Member), Briggs, Sheila (Committee Member).

Subjects/Keywords: queer; enthusiasm; gender; religion; transgender; awakening; affect; religion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Conti, G. (2015). Queer enthusiasms: cross-gender awakening and the affective remnants of religious feeling. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/620695/rec/5373

Chicago Manual of Style (16^th Edition):

Conti, Gino. “Queer enthusiasms: cross-gender awakening and the affective remnants of religious feeling.” 2015. Doctoral Dissertation, University of Southern California. Accessed January 23, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/620695/rec/5373.

MLA Handbook (7^th Edition):

Conti, Gino. “Queer enthusiasms: cross-gender awakening and the affective remnants of religious feeling.” 2015. Web. 23 Jan 2021.

Vancouver:

Conti G. Queer enthusiasms: cross-gender awakening and the affective remnants of religious feeling. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Jan 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/620695/rec/5373.

Council of Science Editors:

Conti G. Queer enthusiasms: cross-gender awakening and the affective remnants of religious feeling. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/620695/rec/5373

Loughborough University

11. Turner, Sarah. An investigation of teacher well-being as a key component of creativity in science classroom contexts in England.

Degree: PhD, 2016, Loughborough University

URL: http://hdl.handle.net/2134/21744

► This thesis considers pupils attitudes, teachers (and pupils ) creativity and teacher well-being. These three terms represent factors that are closely linked and have a… (more)

▼ This thesis considers pupils attitudes, teachers (and pupils ) creativity and teacher well-being. These three terms represent factors that are closely linked and have a synergistic relationship in determining learning outcomes. Research concerning these factors, and in particular the findings of action research concerning teachers well-being, are presented through eleven publications. This thesis, when viewed as a single piece of work, provides an insight into teachers everyday experiences, professional lives and their responsibilities. It utilises several research methods including questionnaires (approx. 200 teachers; 150 pupils), interviews (approx. 50 trainee teachers), and diaries (N = 2). The key findings suggest that more clarity is required concerning the meaning of creativity for all primary and secondary teachers and how it should be embedded in teachers practice. A safe classroom, one where a child can make mistakes, take risks and share their thoughts and feelings, is necessary for this to occur; teachers understanding of this concept is considerable and broadly based; however, results suggest that teachers approach this in different ways. Trainee teachers well-being is affected by their school placements and therefore time for them to learn and share with their peers was found to be both necessary and important. It was also found that the trainee teachers benefited from being taught about time-management as this skill was beneficial for their role. An intervention of a 90 minute lecture addressing stress, time-management, psychology models such as Maslow s hierarchy of needs and Rogers core conditions, was researched and proven helpful for trainee teachers (primary and secondary science). However, more discussion of the topics and models was required and therefore three workshops per academic year were trialled with the aim of creating a community of practice to normalise experiences. Questionnaire and interview data were highly positive about this intervention and evaluation of the content showed it was beneficial during school placements. The conclusion of this work is that creative pedagogy and a teacher s well-being are related: if we want our teachers to be creative practitioners in the classroom, we need to ensure that they are well in themselves. Although this conclusion is from a small case study, it could be generalizable to other teacher training courses and a crucial area for those working in teacher education to consider. Supporting and training trainee teachers in how to manage their professional lives so they are equipped personally and emotionally is reported in the findings as necessary for the profession.

Subjects/Keywords: 371.102; Creativity; Enthusiasm; Well-being; Engaging; Safe classrooms; Teacher training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Turner, S. (2016). An investigation of teacher well-being as a key component of creativity in science classroom contexts in England. (Doctoral Dissertation). Loughborough University. Retrieved from http://hdl.handle.net/2134/21744

Chicago Manual of Style (16^th Edition):

Turner, Sarah. “An investigation of teacher well-being as a key component of creativity in science classroom contexts in England.” 2016. Doctoral Dissertation, Loughborough University. Accessed January 23, 2021. http://hdl.handle.net/2134/21744.

MLA Handbook (7^th Edition):

Turner, Sarah. “An investigation of teacher well-being as a key component of creativity in science classroom contexts in England.” 2016. Web. 23 Jan 2021.

Vancouver:

Turner S. An investigation of teacher well-being as a key component of creativity in science classroom contexts in England. [Internet] [Doctoral dissertation]. Loughborough University; 2016. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/2134/21744.

Council of Science Editors:

Turner S. An investigation of teacher well-being as a key component of creativity in science classroom contexts in England. [Doctoral Dissertation]. Loughborough University; 2016. Available from: http://hdl.handle.net/2134/21744

Leiden University

12. Vries, Sam de. Reading and the Distracted Brain: An Exploration of how the Graphic Narrative Can Contribute to Improve General Reading Skills and Reading Enthusiasm for Long-Form Text Reading.

Degree: 2020, Leiden University

URL: http://hdl.handle.net/1887/136404

► Never before were there so many people that can read and have access to reading material on demand. This is a time of great technological… (more)

▼ Never before were there so many people that can read and have access to reading material on demand. This is a time of great technological innovation, and carrying a small computer in the back pocket of your jeans has become a normality, and often even a necessity. An increasing number of people relies on the ability to read, and current literacy numbers are exceptionally high, with a vast majority of the world population being literate. Reading is done on a large scale by a staggering number of people, yet reading enthusiasm and the number of people who read as a leisure activity in its own right is declining. This results in a decline in the number of people able to read a long-form text in the deep reading mode, and this poses a problem. Reading long-form texts in a deep reading mode trains the reading comprehension ability and general reading skill, if these skills are not regularly trained there is a risk of becoming low-literate, which impedes someone to fully participate in society. Being low-literate decreases the chances of being able to think critically, differentiate between real and fake news, understand political party programmes, or the information attached to drugs. The increase of people at risk of becoming low-literate is connected to heavy screen use. Screen reading does not train the deep reading mode, but rather the skimming reading mode. Being well trained to read in the skimming reading mode has made it extremely difficult for people to be able to read long-form texts. In this thesis I address this problem and argue that reading graphic narratives can be a stepping stone to acquiring and improving general comprehensive reading skills and reading enthusiasm for non-graphic text. I support my argument by indicating the characteristics of the graphic narrative and how these enable the reluctant reader to read a graphic narrative in a way that resembles the skimming reading mode, while still being able to read deeply. Additionally I review several research studies that have found the graphic narrative to provide a positive learning experience for students, in the fields of second language acquisition, and reading comprehension ability. Advisors/Committee Members: Weel, Adriaan van der (advisor).

Subjects/Keywords: Reading-enthusiasm; graphic novel; comic; graphic narrative; leesbevordering; reading

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APA (6^th Edition):

Vries, S. d. (2020). Reading and the Distracted Brain: An Exploration of how the Graphic Narrative Can Contribute to Improve General Reading Skills and Reading Enthusiasm for Long-Form Text Reading. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/136404

Chicago Manual of Style (16^th Edition):

Vries, Sam de. “Reading and the Distracted Brain: An Exploration of how the Graphic Narrative Can Contribute to Improve General Reading Skills and Reading Enthusiasm for Long-Form Text Reading.” 2020. Masters Thesis, Leiden University. Accessed January 23, 2021. http://hdl.handle.net/1887/136404.

MLA Handbook (7^th Edition):

Vries, Sam de. “Reading and the Distracted Brain: An Exploration of how the Graphic Narrative Can Contribute to Improve General Reading Skills and Reading Enthusiasm for Long-Form Text Reading.” 2020. Web. 23 Jan 2021.

Vancouver:

Vries Sd. Reading and the Distracted Brain: An Exploration of how the Graphic Narrative Can Contribute to Improve General Reading Skills and Reading Enthusiasm for Long-Form Text Reading. [Internet] [Masters thesis]. Leiden University; 2020. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/1887/136404.

Council of Science Editors:

Vries Sd. Reading and the Distracted Brain: An Exploration of how the Graphic Narrative Can Contribute to Improve General Reading Skills and Reading Enthusiasm for Long-Form Text Reading. [Masters Thesis]. Leiden University; 2020. Available from: http://hdl.handle.net/1887/136404

University of Cincinnati

13. Wu, Yutong. SEME Design Methodology For Nostalgic Design.

Degree: MDES, Design, Architecture, Art and Planning: Design, 2018, University of Cincinnati

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530880404101115

► Utilizing my multicultural background associated with Japan, China and Switzerland andmy professional design education in the United State, SEME (Sensation, Emotion, Memory,Evidence) was developed as… (more)

Subjects/Keywords: Design; Product Design; Nostalgic Design; Human Emotion; Enthusiasm; Car Modification; Multicultural

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APA (6^th Edition):

Wu, Y. (2018). SEME Design Methodology For Nostalgic Design. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530880404101115

Chicago Manual of Style (16^th Edition):

Wu, Yutong. “SEME Design Methodology For Nostalgic Design.” 2018. Masters Thesis, University of Cincinnati. Accessed January 23, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530880404101115.

MLA Handbook (7^th Edition):

Wu, Yutong. “SEME Design Methodology For Nostalgic Design.” 2018. Web. 23 Jan 2021.

Vancouver:

Wu Y. SEME Design Methodology For Nostalgic Design. [Internet] [Masters thesis]. University of Cincinnati; 2018. [cited 2021 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530880404101115.

Council of Science Editors:

Wu Y. SEME Design Methodology For Nostalgic Design. [Masters Thesis]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530880404101115

University of Texas – Austin

14. -8456-0854. The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics.

Degree: MA, Educational psychology, 2016, University of Texas – Austin

URL: http://hdl.handle.net/2152/42005

► The literature on teacher enthusiasm has developed broadly and rapidly over the last two decades, and it has reported correlations with several student outcomes including… (more)

Subjects/Keywords: Teacher enthusiasm; Near transfer; Transfer; Positive affect; Positive emotional expressivity; Secondary education; Interest; Engagement; Judgment of learning; English; Physics; Student perceptions of enthusiasm

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APA (6^th Edition):

-8456-0854. (2016). The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/42005

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-8456-0854. “The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics.” 2016. Masters Thesis, University of Texas – Austin. Accessed January 23, 2021. http://hdl.handle.net/2152/42005.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-8456-0854. “The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics.” 2016. Web. 23 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8456-0854. The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics. [Internet] [Masters thesis]. University of Texas – Austin; 2016. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/2152/42005.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8456-0854. The connection between perceived teacher enthusiasm and near transfer in secondary English and Physics. [Masters Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/42005

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

15. Teffahi, Abdellah. Pour une anthropologie philosophique contemporaine : For an contemporary philosophical anthropology.

Degree: Docteur es, Philosophie, 2011, Reims

URL: http://www.theses.fr/2011REIML002

►

La situation de l'homme dans le monde pose l'interrogation fondamentale de l'émotion en rapport à la rationalité, Cette position dichotomique opère une transformation, positive ou… (more)

Subjects/Keywords: Philosophie; Affectivité; Désir; Enthousiasme; Plaisir; Ethique; Philosophy; Affectivity; Desire; Enthusiasm; Pleasure; Ethics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Teffahi, A. (2011). Pour une anthropologie philosophique contemporaine : For an contemporary philosophical anthropology. (Doctoral Dissertation). Reims. Retrieved from http://www.theses.fr/2011REIML002

Chicago Manual of Style (16^th Edition):

Teffahi, Abdellah. “Pour une anthropologie philosophique contemporaine : For an contemporary philosophical anthropology.” 2011. Doctoral Dissertation, Reims. Accessed January 23, 2021. http://www.theses.fr/2011REIML002.

MLA Handbook (7^th Edition):

Teffahi, Abdellah. “Pour une anthropologie philosophique contemporaine : For an contemporary philosophical anthropology.” 2011. Web. 23 Jan 2021.

Vancouver:

Teffahi A. Pour une anthropologie philosophique contemporaine : For an contemporary philosophical anthropology. [Internet] [Doctoral dissertation]. Reims; 2011. [cited 2021 Jan 23]. Available from: http://www.theses.fr/2011REIML002.

Council of Science Editors:

Teffahi A. Pour une anthropologie philosophique contemporaine : For an contemporary philosophical anthropology. [Doctoral Dissertation]. Reims; 2011. Available from: http://www.theses.fr/2011REIML002

Uppsala University

16. Zhang, Yalan. Discussion on how to motive and retain employees in China by exploring the factors influencing employee enthusiasm at work – applying two-factory theory in P&G employees.

Degree: Business Studies, 2019, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-379441

► This research discusses how to motive and retain employees in China based on analyzing factors influencing employee enthusiasm and strategies to motivate employees under… (more)

Subjects/Keywords: employee enthusiasm ， hygiene factors，motivators，strategies; Economics and Business; Ekonomi och näringsliv

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APA (6^th Edition):

Zhang, Y. (2019). Discussion on how to motive and retain employees in China by exploring the factors influencing employee enthusiasm at work – applying two-factory theory in P&G employees. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-379441

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zhang, Yalan. “Discussion on how to motive and retain employees in China by exploring the factors influencing employee enthusiasm at work – applying two-factory theory in P&G employees.” 2019. Thesis, Uppsala University. Accessed January 23, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-379441.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zhang, Yalan. “Discussion on how to motive and retain employees in China by exploring the factors influencing employee enthusiasm at work – applying two-factory theory in P&G employees.” 2019. Web. 23 Jan 2021.

Vancouver:

Zhang Y. Discussion on how to motive and retain employees in China by exploring the factors influencing employee enthusiasm at work – applying two-factory theory in P&G employees. [Internet] [Thesis]. Uppsala University; 2019. [cited 2021 Jan 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-379441.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhang Y. Discussion on how to motive and retain employees in China by exploring the factors influencing employee enthusiasm at work – applying two-factory theory in P&G employees. [Thesis]. Uppsala University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-379441

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Cistulli, Carson H. A Century of Enthusiasm.

Degree: MFA, English, 2007, University of Massachusetts

URL: https://scholarworks.umass.edu/theses/69

No abstract. Advisors/Committee Members: Dara Wier.

Subjects/Keywords: Century; Enthusiasm; Cistulli; Sport; Chapters; Mysticisim

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APA (6^th Edition):

Cistulli, C. H. (2007). A Century of Enthusiasm. (Masters Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/69

Chicago Manual of Style (16^th Edition):

Cistulli, Carson H. “A Century of Enthusiasm.” 2007. Masters Thesis, University of Massachusetts. Accessed January 23, 2021. https://scholarworks.umass.edu/theses/69.

MLA Handbook (7^th Edition):

Cistulli, Carson H. “A Century of Enthusiasm.” 2007. Web. 23 Jan 2021.

Vancouver:

Cistulli CH. A Century of Enthusiasm. [Internet] [Masters thesis]. University of Massachusetts; 2007. [cited 2021 Jan 23]. Available from: https://scholarworks.umass.edu/theses/69.

Council of Science Editors:

Cistulli CH. A Century of Enthusiasm. [Masters Thesis]. University of Massachusetts; 2007. Available from: https://scholarworks.umass.edu/theses/69

Michigan State University

18. Martin, Eric Michael. A longitudinal study on the change of passion in youth sport athletes.

Degree: 2016, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:4365

►

Thesis Ph. D. Michigan State University. Kinesiology 2016

"Therefore, the purpose of the current study was to investigate how general passion, harmonious passion, and obsessive… (more)

Subjects/Keywords: Teenage athletes – Longitudinal studies; Teenage athletes – Attitudes; Sports – Psychological aspects; Enthusiasm; Teenage athletes; Kinesiology; Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Martin, E. M. (2016). A longitudinal study on the change of passion in youth sport athletes. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4365

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Martin, Eric Michael. “A longitudinal study on the change of passion in youth sport athletes.” 2016. Thesis, Michigan State University. Accessed January 23, 2021. http://etd.lib.msu.edu/islandora/object/etd:4365.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Martin, Eric Michael. “A longitudinal study on the change of passion in youth sport athletes.” 2016. Web. 23 Jan 2021.

Vancouver:

Martin EM. A longitudinal study on the change of passion in youth sport athletes. [Internet] [Thesis]. Michigan State University; 2016. [cited 2021 Jan 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4365.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martin EM. A longitudinal study on the change of passion in youth sport athletes. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4365

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Loyola University Chicago

19. Cook, Travis Sean. Sea-Cards for the Impetuous Muse: A Reading of Shaftesbury's Characteristicks.

Degree: PhD, Political Science, 2010, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_diss/31

► Characteristicks of Men, Manners, Opinions, Times, by Anthony Ashley Cooper, Third Earl of Shaftesbury, marks an important dissent from the general trend of early… (more)

Subjects/Keywords: aesthetics; Characteristicks; Enthusiasm; eros; Modernity; Shaftesbury; Political Science

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APA (6^th Edition):

Cook, T. S. (2010). Sea-Cards for the Impetuous Muse: A Reading of Shaftesbury's Characteristicks. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/31

Chicago Manual of Style (16^th Edition):

Cook, Travis Sean. “Sea-Cards for the Impetuous Muse: A Reading of Shaftesbury's Characteristicks.” 2010. Doctoral Dissertation, Loyola University Chicago. Accessed January 23, 2021. https://ecommons.luc.edu/luc_diss/31.

MLA Handbook (7^th Edition):

Cook, Travis Sean. “Sea-Cards for the Impetuous Muse: A Reading of Shaftesbury's Characteristicks.” 2010. Web. 23 Jan 2021.

Vancouver:

Cook TS. Sea-Cards for the Impetuous Muse: A Reading of Shaftesbury's Characteristicks. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2010. [cited 2021 Jan 23]. Available from: https://ecommons.luc.edu/luc_diss/31.

Council of Science Editors:

Cook TS. Sea-Cards for the Impetuous Muse: A Reading of Shaftesbury's Characteristicks. [Doctoral Dissertation]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/31

20. Lindgren, Martina. Kan problemlösning vara lösningen på bristande motivation? : En studie om lusten att lära i problemlösningssammanhang.

Degree: Science and Technology, 2015, Örebro University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46321

►

Undervisningen som till störst del bedrivs i Sverige idag är arbete i matematikläroboken. Forskning visar att eleverna inte upplever att detta arbetssätt är motiverande… (more)

▼

Undervisningen som till störst del bedrivs i Sverige idag är arbete i matematikläroboken. Forskning visar att eleverna inte upplever att detta arbetssätt är motiverande eller meningsfullt. Problemlösning har i tidigare forskning visat öka elevernas motivation. Studiens syfte är att undersöka hur problemlösning kan påverka motivationen hos elever i årskurs 6. Studien undersöker även hur eleverna upplever undervisningen, både genom arbete i läroboken och problemlösning, och hur interaktionen ser ut i klassrummet under de olika arbetssätten. Resultatet visar att eleverna upplevde arbete med problemlösning i grupper som positivt. De uttrycker även att det är mer givande att få arbeta med mer omfattande uppgifter som ger utmaning än att sitta och räkna massa tal i läroboken. Under arbetet med problemlösning pratade eleverna mer med varandra om matematik, och använde relevanta begrepp, jämfört med arbetet i läroboken då de framför allt pratade med läraren när de behövde hjälp. En slutsats som kan dras från denna undersökning är att det är positivt att arbeta med problemlösning då det upplevs roligare och mer motiverande, men undervisningen behöver fortfarande varieras för att nå alla typer av elever.

The mathematics textbook is dominating the teaching in Swedish schools today. Studies show that students don’t experience this as motivating or meaningful. Recent research has shown that problem solving could increase students’ motivation. The aim of this study is to examine how problem solving affects motivation in 6th grade students. The study also examine how students experience the teaching, both through work in the textbook and with problem solving, and how the interaction appears in the classroom during the different ways of working. The result shows that the students experienced problem solving in groups as positive. They expressed that it is more rewarding to work with more comprehensive tasks that is challenging than calculating in the textbook. During the work with problem solving the students talked more to each other about mathematics and used relevant terms. When they worked with the textbook they mostly talked to the teacher when they needed help. One conclusion that can be drawn from this study is that it is positive to work with problem solving as it is perceived more fun and therefore more motivating, but education still needs to be varied to reach all types of learners.

Subjects/Keywords: Mathematics; motivation; problem solving; enjoyment and enthusiasm to learn; Matematik; motivation; problemlösning; lust att lära; Mathematics; Matematik

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APA (6^th Edition):

Lindgren, M. (2015). Kan problemlösning vara lösningen på bristande motivation? : En studie om lusten att lära i problemlösningssammanhang. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46321

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lindgren, Martina. “Kan problemlösning vara lösningen på bristande motivation? : En studie om lusten att lära i problemlösningssammanhang.” 2015. Thesis, Örebro University. Accessed January 23, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46321.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lindgren, Martina. “Kan problemlösning vara lösningen på bristande motivation? : En studie om lusten att lära i problemlösningssammanhang.” 2015. Web. 23 Jan 2021.

Vancouver:

Lindgren M. Kan problemlösning vara lösningen på bristande motivation? : En studie om lusten att lära i problemlösningssammanhang. [Internet] [Thesis]. Örebro University; 2015. [cited 2021 Jan 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46321.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lindgren M. Kan problemlösning vara lösningen på bristande motivation? : En studie om lusten att lära i problemlösningssammanhang. [Thesis]. Örebro University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46321

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tennessee – Knoxville

21. Lallier, Andrew Ragsdale. Writing Duty: Religion, Obligation and Autonomy in George Eliot and Kant.

Degree: MA, English, 2011, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_gradthes/993

► Connections between George Eliot and Immanuel Kant have been, for the most part, neglected. However, we have good reason to believe that Eliot not… (more)

▼ Connections between George Eliot and Immanuel Kant have been, for the most part, neglected. However, we have good reason to believe that Eliot not only read Kant (as well as many who were directly influenced by Kant), but substantially agreed with him on critical and moral issues. This thesis investigates one of the issues on which Kant and Eliot were most closely aligned, the need for duty in morality. Both the English novelist and the German philosopher upheld a vision of duty that could command absolutely while remaining consonant with human freedom and grounding a sense of moral dignity. This vision runs throughout the works of both writers, but is first developed and takes on a particular urgency in the works examined in this thesis, ranging from some of their early publications to Kant’s Critique of Practical Reason and Eliot’s Romola. The first chapter discusses duty in the wider context of debates about Divine Command Morality, in which the good is defined by its accord with the will or command of God, and which both Kant and Eliot resisted in formulating their own moral visions (while maintaining the language of law and command). This chapter also discusses evidence we have for Eliot’s familiarity with Kant and establishes critical context for this paper. The second chapter discusses religion – in particular, religious enthusiasm – as a necessary background for duty, which exists in the absence of theological certitude, even as it seeks to preserve something of religion’s capacity to command and its popular scope. Kant’s path to the first Critique led through works foundational for, but also sometimes at odds with the priorities and conclusions of critical science, and Eliot’s first novel was preceded by a critical career that paints a quite different picture of religion than the sympathetic portrait of Dinah Morris. The third chapter deals with three dimensions of duty in Kant and Eliot, autonomy, reflection and respect, primarily through Kant’s second Critique and The Mill on the Floss. In the conclusion, I turn to Romola to illustrate the conflict and indeterminative power inherent in this conception of duty. Advisors/Committee Members: Allen Dunn, Nancy Henry, Amy Billone.

Subjects/Keywords: Critical Science; the Realist Novel; Enthusiasm; Nineteenth-Century Intellectual History; Continental Philosophy; English Language and Literature

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APA (6^th Edition):

Lallier, A. R. (2011). Writing Duty: Religion, Obligation and Autonomy in George Eliot and Kant. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lallier, Andrew Ragsdale. “Writing Duty: Religion, Obligation and Autonomy in George Eliot and Kant.” 2011. Thesis, University of Tennessee – Knoxville. Accessed January 23, 2021. https://trace.tennessee.edu/utk_gradthes/993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lallier, Andrew Ragsdale. “Writing Duty: Religion, Obligation and Autonomy in George Eliot and Kant.” 2011. Web. 23 Jan 2021.

Vancouver:

Lallier AR. Writing Duty: Religion, Obligation and Autonomy in George Eliot and Kant. [Internet] [Thesis]. University of Tennessee – Knoxville; 2011. [cited 2021 Jan 23]. Available from: https://trace.tennessee.edu/utk_gradthes/993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lallier AR. Writing Duty: Religion, Obligation and Autonomy in George Eliot and Kant. [Thesis]. University of Tennessee – Knoxville; 2011. Available from: https://trace.tennessee.edu/utk_gradthes/993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Helsinki

22. Suokas-Ikonen, Minna. Lukemaan innostamisen hankkeet alakouluissa: Joy of reading -projects in lower grades.

Degree: Department of Teacher Education; Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning, 2016, University of Helsinki

URL: http://hdl.handle.net/10138/163573

► Tavoitteet. Tämän tutkimuksen tarkoitus oli selvittää millaisia erilaisia lukuinnostus-hankkeita alakouluissa toteutetaan, millaisia tavoitteita opettajat asettavat hankkeilleen ja millaisia kokemuksia opettajilla on hankkeista. Lukeminen nähdään merkittävänä… (more)

Subjects/Keywords: lukeminen; lukuinto; lukemaan innostaminen; lukuinnostus; reading; joy of reading; inspire to reading; reading enthusiasm; Education; Kasvatustiede; Pedagogik

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APA (6^th Edition):

Suokas-Ikonen, M. (2016). Lukemaan innostamisen hankkeet alakouluissa: Joy of reading -projects in lower grades. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/163573

Chicago Manual of Style (16^th Edition):

Suokas-Ikonen, Minna. “Lukemaan innostamisen hankkeet alakouluissa: Joy of reading -projects in lower grades.” 2016. Masters Thesis, University of Helsinki. Accessed January 23, 2021. http://hdl.handle.net/10138/163573.

MLA Handbook (7^th Edition):

Suokas-Ikonen, Minna. “Lukemaan innostamisen hankkeet alakouluissa: Joy of reading -projects in lower grades.” 2016. Web. 23 Jan 2021.

Vancouver:

Suokas-Ikonen M. Lukemaan innostamisen hankkeet alakouluissa: Joy of reading -projects in lower grades. [Internet] [Masters thesis]. University of Helsinki; 2016. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10138/163573.

Council of Science Editors:

Suokas-Ikonen M. Lukemaan innostamisen hankkeet alakouluissa: Joy of reading -projects in lower grades. [Masters Thesis]. University of Helsinki; 2016. Available from: http://hdl.handle.net/10138/163573

University of Pennsylvania

23. Lobuglio, Nicholas. Balancing Pollyanna And Plato: Exploring The Complementary Self-Presentation Strategies Of Skepticism And Enthusiasm.

Degree: 2019, University of Pennsylvania

URL: https://repository.upenn.edu/edissertations/3425

► At work, employees benefit significantly from the ability to influence and persuade others. Success depends in part on the substance of the topic, but also… (more)

Subjects/Keywords: Enthusiasm; Impression Management; Skepticism; Business Administration, Management, and Operations; Management Sciences and Quantitative Methods; Organizational Behavior and Theory

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APA (6^th Edition):

Lobuglio, N. (2019). Balancing Pollyanna And Plato: Exploring The Complementary Self-Presentation Strategies Of Skepticism And Enthusiasm. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/3425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lobuglio, Nicholas. “Balancing Pollyanna And Plato: Exploring The Complementary Self-Presentation Strategies Of Skepticism And Enthusiasm.” 2019. Thesis, University of Pennsylvania. Accessed January 23, 2021. https://repository.upenn.edu/edissertations/3425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lobuglio, Nicholas. “Balancing Pollyanna And Plato: Exploring The Complementary Self-Presentation Strategies Of Skepticism And Enthusiasm.” 2019. Web. 23 Jan 2021.

Vancouver:

Lobuglio N. Balancing Pollyanna And Plato: Exploring The Complementary Self-Presentation Strategies Of Skepticism And Enthusiasm. [Internet] [Thesis]. University of Pennsylvania; 2019. [cited 2021 Jan 23]. Available from: https://repository.upenn.edu/edissertations/3425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lobuglio N. Balancing Pollyanna And Plato: Exploring The Complementary Self-Presentation Strategies Of Skepticism And Enthusiasm. [Thesis]. University of Pennsylvania; 2019. Available from: https://repository.upenn.edu/edissertations/3425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Sha, Lusha. Creating an Energetic Classroom: A Handbook for ESL Teachers.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Education, 2017, University of San Francisco

URL: https://repository.usfca.edu/capstone/671

► Low classroom energy is a common problem in English language teaching. This field project discusses the problematic low-energy classroom from both the student side… (more)

Subjects/Keywords: ESL; Teacher Enthusiasm; Reticence; Teaching Energy; Communicative Language Teaching; Bilingual, Multilingual, and Multicultural Education; Language and Literacy Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sha, L. (2017). Creating an Energetic Classroom: A Handbook for ESL Teachers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/671

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sha, Lusha. “Creating an Energetic Classroom: A Handbook for ESL Teachers.” 2017. Thesis, University of San Francisco. Accessed January 23, 2021. https://repository.usfca.edu/capstone/671.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sha, Lusha. “Creating an Energetic Classroom: A Handbook for ESL Teachers.” 2017. Web. 23 Jan 2021.

Vancouver:

Sha L. Creating an Energetic Classroom: A Handbook for ESL Teachers. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2021 Jan 23]. Available from: https://repository.usfca.edu/capstone/671.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sha L. Creating an Energetic Classroom: A Handbook for ESL Teachers. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/671

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

East Tennessee State University

25. Jones, Andrew Loren. Debating Cannae: Delbrück, Schlieffen, and the Great War.

Degree: MA, History, 2014, East Tennessee State University

URL: https://dc.etsu.edu/etd/2387

► Debating Cannae: Delbrück, Schlieffen, and the Great War provides the reader a view of the historical struggle between Alfred von Schlieffen and Hans Delbrück.… (more)

Subjects/Keywords: Nationalism; Delbruck; Schlieffen; German War Planning; Germany; Sedan; Moltke; War Enthusiasm; German Wars of Unification; World War I; European History; Military History

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jones, A. L. (2014). Debating Cannae: Delbrück, Schlieffen, and the Great War. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2387

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jones, Andrew Loren. “Debating Cannae: Delbrück, Schlieffen, and the Great War.” 2014. Thesis, East Tennessee State University. Accessed January 23, 2021. https://dc.etsu.edu/etd/2387.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jones, Andrew Loren. “Debating Cannae: Delbrück, Schlieffen, and the Great War.” 2014. Web. 23 Jan 2021.

Vancouver:

Jones AL. Debating Cannae: Delbrück, Schlieffen, and the Great War. [Internet] [Thesis]. East Tennessee State University; 2014. [cited 2021 Jan 23]. Available from: https://dc.etsu.edu/etd/2387.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones AL. Debating Cannae: Delbrück, Schlieffen, and the Great War. [Thesis]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2387

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

26. Williams, Christopher J. Reassessing the Role of Anxiety in Information Seeking.

Degree: 2008, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc9012/

► Previous research of the theory of Affective Intelligence holds that anxiety in individuals causes learning behavior. If people are anxious they will actively seek new… (more)

▼ Previous research of the theory of Affective Intelligence holds that anxiety in individuals causes learning behavior. If people are anxious they will actively seek new information. This new information gathered while anxious will cause each individual person to cease acting habitually and begin acting in a manner in line with rational choice models. This thesis addresses three hypotheses; (1) that people who feel anxiety engage in greater information seeking behavior and (2) when people feel anxious they will use information sources that are readily available and efficient to use and (3) anxious individuals will turnout to vote more often than those who are not anxious. I began with the replication of the original research methods of Marcus and MacKuen (1993) and Marcus, Neuman and MacKuen (2000). I then tested hypothesis 1 using new measurements of anxiety in order to address the concerns originally posited by Ladd and Lenz (2008) and Valentino et al. (2008). My final test of hypothesis 1 used revised measurements of anxiety and information derived from 2000-2002 NES Panel data, much in the same manner as Marcus, Neuman and MacKuen (2000). I then tested hypothesis 2 using the same 2000-2002 NES Panel data and an information source change variable. I tested my final hypothesis using pooled NES data from 1984, 1988 and 2000. My findings suggest that as Affective Intelligence predicts, people who feel anxious do tend to seek information. Moreover, when anxious, people will use readily available and efficient information sources. My final finding suggests that although people tend to seek information when anxious this does not necessarily translate into greater participation. Finally, I conclude that the theory of Affective Intelligence is generally correct, but, further research using methods that can better demonstrate the causal direction needs to be undertaken to fully validate Affective Intelligence and more testing of the effect of anxiety on political participation is necessary. Advisors/Committee Members: Eshbaugh-Soha, Matthew, Oldmixon, Elizabeth, Clough, Emily.

Subjects/Keywords: voter turnout; Anxiety.; surveillance; information; affective intelligence; enthusiasm; participation; Information behavior.; Political participation.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Williams, C. J. (2008). Reassessing the Role of Anxiety in Information Seeking. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9012/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Williams, Christopher J. “Reassessing the Role of Anxiety in Information Seeking.” 2008. Thesis, University of North Texas. Accessed January 23, 2021. https://digital.library.unt.edu/ark:/67531/metadc9012/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Williams, Christopher J. “Reassessing the Role of Anxiety in Information Seeking.” 2008. Web. 23 Jan 2021.

Vancouver:

Williams CJ. Reassessing the Role of Anxiety in Information Seeking. [Internet] [Thesis]. University of North Texas; 2008. [cited 2021 Jan 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9012/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams CJ. Reassessing the Role of Anxiety in Information Seeking. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc9012/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Marshall University

27. Jeffers, Cheryl Ann Terry. A Case Study of a Professional Development School in Rural West Virginia.

Degree: 2016, Marshall University

URL: https://mds.marshall.edu/etd/1046

► The focus of this qualitative research study is the Professional Development School (PDS) partnership between a university and an elementary school in Central Appalachia. Data… (more)

Subjects/Keywords: Appalachian; Collaboration; Enthusiasm; Leadership; Professional Development Schools (PDS); Student Voices; <; p>; Laboratory schools – Appalachian Region.<; /p>;

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jeffers, C. A. T. (2016). A Case Study of a Professional Development School in Rural West Virginia. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1046

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jeffers, Cheryl Ann Terry. “A Case Study of a Professional Development School in Rural West Virginia.” 2016. Thesis, Marshall University. Accessed January 23, 2021. https://mds.marshall.edu/etd/1046.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jeffers, Cheryl Ann Terry. “A Case Study of a Professional Development School in Rural West Virginia.” 2016. Web. 23 Jan 2021.

Vancouver:

Jeffers CAT. A Case Study of a Professional Development School in Rural West Virginia. [Internet] [Thesis]. Marshall University; 2016. [cited 2021 Jan 23]. Available from: https://mds.marshall.edu/etd/1046.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jeffers CAT. A Case Study of a Professional Development School in Rural West Virginia. [Thesis]. Marshall University; 2016. Available from: https://mds.marshall.edu/etd/1046

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Vera Lucia Demoliner. Estratégias de estudo e percepções sobre o ensino em contexto universitário dos aprendizes de pedagogia.

Degree: 2008, Universidade Católica de Brasilia

URL: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=990

►

Este estudo de caráter quantitativo e exploratório, faz parte de projeto, patrocinado pelo CNPQ, que visa enfocar estratégias de estudo individual e percepções de estudantes… (more)

▼

Este estudo de caráter quantitativo e exploratório, faz parte de projeto, patrocinado pelo CNPQ, que visa enfocar estratégias de estudo individual e percepções de estudantes sobre o ambiente de ensino e aprendizagem e, está sendo executado em diversas universidades. Teve por objetivo identificar as estratégias de estudo individual e percepções sobre o contexto de ensino e aprendizagem de estudantes universitários do curso de Pedagogia. Mais especificamente, objetivou rever criticamente a relação entre as estratégias de aprendizagem e o desempenho dos estudantes universitários dos cursos de Pedagogia. Tendo em vista contribuir para uma reflexão, tanto sobre a possibilidade de se fortalecer a capacidade de aprendizagem dos estudantes brasileiros, quanto à formação dos expertises.. Como instrumento metodológico foi utilizado um questionário contendo 134 perguntas. Responderam ao questionário 178 estudantes de uma universidade pública e uma universidade confessional do Distrito Federal. Os participantes cursavam entre o segundo e o nono semestres de Pedagogia. Entre outras constatações, os resultados revelaram que, em geral, os estudantes dedicam de 01 (uma) a 03 (três) horas diárias ao estudo individual deliberado e que não possuem dias da semana fixos para que este estudo aconteça. Além disso, foi constatada uma preferência de o estudo ocorrer de forma fracionada, quer dizer, em várias etapas. Em relação a estratégias de estudo na dimensão profundidade-superficialidade, os resultados indicaram que a maioria dos participantes é estratégica, portanto, devem vivenciar certo conflito entre compreender os conteúdos e preocuparem-se em tirar boas notas. Ao avaliarem o estímulo que recebem dos professores para o desenvolvimento da metacognição, resultou que, em geral, não são incitados a refletir sobre o modo como aprendem. A técnica de estudo mais utilizada pela maioria é fazer anotações. Entretanto, há também uma alternância de outras técnicas cuja utilização é menos freqüente. O que mais atrapalha a concentração dos aprendizes é a conversa paralela e a monotonia em sala de aula. Poucos estudantes fazem algum tipo de preparação física ou mental para o estudo individual. Foram constatadas percepções bastante positivas acerca da atitude dos professores, e, por essas razões, os participantes sentem-se motivados a estudar mais. A maioria dos estudantes se sente bem na universidade e gosta de ir à universidade, bem como acredita que os estudos têm uma grande importância no presente e terá no futuro.

This quantitative exploratory research aimed at identifying the individual study strategies and the perceptions of teaching-learning context of Pedagogy university students. More specifically, it had as objectives: (i) identifying the study strategies adopted in terms of study organization and time management; (ii) investigating the nature of these strategies in the depth-superficiality dimension; (iii) identifying the perceptions of the educational context in relation to the environment, curricular structure, objectives of the…

Advisors/Committee Members: Jacira da Silva Câmara, Gilberto Lacerda Santos, Afonso Celso Tanus Galvão.

Subjects/Keywords: estudo individual; metacognição; estratégias de estudo; contexto de ensino e aprendizagem; redes de apoio; atitude dos professores; motivação e entusiasmo; EDUCACAO; metacognição; estratégia de aprendizagem; motivação em educação; individual study; metacognition; study strategies; teaching-learning context; support networks; professors attitude; motivation and enthusiasm; EDUCACAO

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Demoliner, V. L. (2008). Estratégias de estudo e percepções sobre o ensino em contexto universitário dos aprendizes de pedagogia. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=990

Chicago Manual of Style (16^th Edition):

Demoliner, Vera Lucia. “Estratégias de estudo e percepções sobre o ensino em contexto universitário dos aprendizes de pedagogia.” 2008. Masters Thesis, Universidade Católica de Brasilia. Accessed January 23, 2021. http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=990.

MLA Handbook (7^th Edition):

Demoliner, Vera Lucia. “Estratégias de estudo e percepções sobre o ensino em contexto universitário dos aprendizes de pedagogia.” 2008. Web. 23 Jan 2021.

Vancouver:

Demoliner VL. Estratégias de estudo e percepções sobre o ensino em contexto universitário dos aprendizes de pedagogia. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2008. [cited 2021 Jan 23]. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=990.

Council of Science Editors:

Demoliner VL. Estratégias de estudo e percepções sobre o ensino em contexto universitário dos aprendizes de pedagogia. [Masters Thesis]. Universidade Católica de Brasilia; 2008. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=990

29. Poe, Andrew. The sources and limits of political enthusiasm.

Degree: Political science, 2010, University of California – San Diego

URL: http://www.escholarship.org/uc/item/7x24v971

► Political affect has historically been viewed as a fundamental impairment to the functioning of democracy. Indeed, democratic politics is often seen as particularly susceptible to… (more)

▼ Political affect has historically been viewed as a fundamental impairment to the functioning of democracy. Indeed, democratic politics is often seen as particularly susceptible to dangerous provocation through inflamed sentiments. Yet still, a continuing worry for contemporary democracies is the problem of developing and maintaining political allegiances that encourage civic engagement without those allegiances becoming the basis for political exclusion or the infringement of human rights. My dissertation investigates democratic allegiances through the lens of political enthusiasm. I argue that political enthusiasm - the feeling, as Kant puts it, that accompanies "the idea of the good," commingling inspiration and conviction - is a necessary feature in the functioning of salutary allegiances to an open political system. Due to its historical association with religious and political fanaticism, enthusiasm remains a relatively unexplored analytic concept within democratic theory. Many view the use of political emotions generally - and enthusiasm in particular - as perilous to democracy, preferring instead to encourage the rationalization of interests because of its predictability. Such concern for emotions that motivate political closure seems salient, especially in the context of new and developing democracies, where allegiance formations have proved vulnerable to hyper-nationalism. But, as my dissertation shows, not all political emotions need motivate closure. I elaborate an analytic and behavioral distinction between enthusiasm (which, I argue, leads to open allegiances) and fanaticism (which results in closure). I illustrate this distinction through a reappraisal of historical developments in late 18th century German thought, where enthusiasm is discussed alternatively as Schwärmerei and Enthusiasmus. Through analysis of the works of diverse German thinkers - from Wieland and Kant, to the "popular philosophy" movement (including Mendelssohn, Gentz, and Garve), and romantics such as Fichte and Novalis, amongst others - I present a developing portrait of this dual conceptualization of enthusiasm. My analysis discloses these historical efforts to disentangle enthusiasm from fanaticism, ultimately illustrating how contemporary failure to distinguish between the two leaves a void in understating affective motivations in democratic politics. I use the concept of enthusiasm to develop a new framework by which to evaluate successful patterns of democratic allegiances

Subjects/Keywords: Political psychology; Political science Philosophy; Political aspects Enthusiasm; Emotions (Philosophy); Affect (Psychology)

…Chapter 3: Translating Enthusiasm: Reading Reflections on the Revolution in France – in… …110 Introduction – The Danger of Enthusiasm… …110 Section 1 – Burke’s Political Critique of Enthusiasm… …136 Section 3 – Translating Burke’s Critique of Enthusiasm… …149 Conclusions – The Costs of a Unified Conception of Enthusiasm…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Poe, A. (2010). The sources and limits of political enthusiasm. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/7x24v971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Poe, Andrew. “The sources and limits of political enthusiasm.” 2010. Thesis, University of California – San Diego. Accessed January 23, 2021. http://www.escholarship.org/uc/item/7x24v971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Poe, Andrew. “The sources and limits of political enthusiasm.” 2010. Web. 23 Jan 2021.

Vancouver:

Poe A. The sources and limits of political enthusiasm. [Internet] [Thesis]. University of California – San Diego; 2010. [cited 2021 Jan 23]. Available from: http://www.escholarship.org/uc/item/7x24v971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Poe A. The sources and limits of political enthusiasm. [Thesis]. University of California – San Diego; 2010. Available from: http://www.escholarship.org/uc/item/7x24v971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

30. Dreyer, Johanna Alida Elizabeth. `n Opleidingsprogram in alternatiewe interaksiemetodes vir onderwysers .

Degree: 2005, University of South Africa

URL: http://hdl.handle.net/10500/2095

► The phenomenon which was studied in this research was alternative interaction methods. The research question was whether teachers could use these methods to address the… (more)

Subjects/Keywords: Unconventional; Teachers; Problem solving; Positive feedback; Misbehaviour; Learners; Interaction; Enthusiasm; Education; Discipline; Cooperation; Communication; Classroom

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dreyer, J. A. E. (2005). `n Opleidingsprogram in alternatiewe interaksiemetodes vir onderwysers . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/2095

Chicago Manual of Style (16^th Edition):

Dreyer, Johanna Alida Elizabeth. “`n Opleidingsprogram in alternatiewe interaksiemetodes vir onderwysers .” 2005. Doctoral Dissertation, University of South Africa. Accessed January 23, 2021. http://hdl.handle.net/10500/2095.

MLA Handbook (7^th Edition):

Dreyer, Johanna Alida Elizabeth. “`n Opleidingsprogram in alternatiewe interaksiemetodes vir onderwysers .” 2005. Web. 23 Jan 2021.

Vancouver:

Dreyer JAE. `n Opleidingsprogram in alternatiewe interaksiemetodes vir onderwysers . [Internet] [Doctoral dissertation]. University of South Africa; 2005. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10500/2095.

Council of Science Editors:

Dreyer JAE. `n Opleidingsprogram in alternatiewe interaksiemetodes vir onderwysers . [Doctoral Dissertation]. University of South Africa; 2005. Available from: http://hdl.handle.net/10500/2095

Open Access Theses and Dissertations