For human beings, consciousness has both an illusory function and a critical function. The illusory function allows us to see rocks, trees, sky, animals, other humans instead of a constantly changing fluctuation of subatomic particles. While important in helping us adapt to our environment (and in evolution), the illusory function causes us to see what we expect to see, to think what we are used to thinking, to be habitually reactive rather than creative. The critical function, on the other hand, can help us to break out of habit, to be aware of the whole picture by looking for the unexpected and thinking in new ways. For most of us the critical function is overwhelmed by the illusory function as a result of living in social systems which are not self-conscious. The underdevelopment of critical consciousness in today's societies, both industrialized and industrializing, has led to the atrophy of the individual's self-conscious capacity to choose and, subsequently, to the relinquishing of decision-making power at both the personal and political levels. The study proposes that the development of critical consciousness requires the self-conscious capacity to choose, and that self-consciousness depends upon the training and use of our innate intuitive capacity. Further, the study presents physiological evidence for the role of intuition in developing the critical function of consciousness. Chapter II describes the need for a new paradigm within which to understand this aspect of consciousness which has remained "hidden." Chapter III emphasizes those aspects of brain physiology which underlie our intuitive capacity. Chapter IV describes how it is possible for us to become more self-conscious about our thought and action through training this capacity. Finally, specific skills in introspection are described for use in educational settings.

Environmental perception data contributes significantly to planning and design decisions. This research samples a broad range of environmental perception variables that explore the cognitive, affective and behavioral dimensions of human relationships to the environment. These relationships are held in the mind and are reflected by evolving knowledge, attitudes, fears and expectations. Although mental images and response to the environment vary among individuals, a distinctive local character may be discerned. The goal of this research is to analyze environmental perceptions and behavior in order to identify planning and design considerations to aid regional hydro-electric development. Three critical microwatersheds of the Guanare-Masparro hydro-electric project in the Venezuelan Andes were selected as test sites. A random sampling of dwellings yielded 318 interviews. The survey instrument was administered by a team of six trained Venezuelan forestry students and the project director. Survey information was organized into the following nine categories of variables: demographic, economic, agricultural economic, agricultural, agricultural knowledge and perception, environmental knowledge and behavior, environmental perception, social and psycho-cultural. Analysis of the data focuses on four main research issues: (1) a self-defined needs analysis of inhabitants which reveals expectations for development; (2) environmental perception data concerning fauna, forest, soils, climate, and water; (3) the interrelationship of environmental quality perception and objectively measured environmental conditions; and (4) development and educational guidelines that incorporate the needs and perception of learners.

The purpose of this dissertation is twofold. First, it seeks to substantiate the inclusion of spiritual ideals within the planning and development of non-formal education programs. As such, the review of the literature will also develop a rationale. This rationale is a philosophical and historical investigation of the central premises of formal education and the development of an alternative philosophical foundation more relevant to the problems of rural development. It proposes that the central dilemma of the modern epoch is a confusion of first principles; that human affairs and the systems designed to serve them have been impoverished by the wholesale application of a reductionist paradigm. This paradigm works extremely well for the physical sciences, but is wholly inadequate when applied to human affairs. The humanitarian ideal as enunciated by Socrates and Plato is suggested as a much more appropriate paradigm for human service systems. The second purpose of the dissertation is the development of some initial educational materials and strategies that could symbolize spiritual concepts in a way which would permit dialogue with a non-literate population. A developmental project operationalizing the theoretical premises outlined in the rationale is initiated. This project involves the selection of a rural, non-literate population and develops symbolical vehicles and educational strategies designed to disseminate these concepts to this population. This will primarily involve the development of a booklet of visual analogies. The target populations are selected communities in South Carolina and Georgia comprised of members of the Baha'(')i Faith, a worldwide, independent religion. The planned methodology is described in Chapter III. However, what emerges from the project's development is something quite different from what was anticipated at the outset. The "emergent outcomes" enable the author to critique the value of empirical models of evaluation within non-formal settings. This critique and the results of the evaluation are contained within Chapter V. The dissertation concludes by suggesting possible approaches to evaluation and program structure which are more consonant with the philosophical premises enshrined in the humanitarian ideal.

This study describes an effective work/study educational model that was conducted by one urban school. This historical study is an effort to develop a framework and a process by which an effective educational option, The Boston High Program, could be regenerated and implemented within urban high schools and in the Boston Public Schools. This program was a viable approach as an intervention program for at-risk pupils. Explicitly, this study attempted to posit the notion that alternative work/study programs are working and present a viable means of strategy for at-risk prevention and intervention. Though programs that this study examined have been labeled differently and suggest some variations in structure and format, this research argues that work/study alternatives are useful and adaptable to urban high schools. Alternative work/study programs however, cannot be perceived to be a panacea for the at-risk pupil problem. The need for alternative work/study programs in urban schools exists because of the high dropout rates and the lack of prevention and crisis intervention programs. Findings of this historical account of Boston High concluded five factors that were necessary for a successful work/study program for at-risk students. These are: (1) An effective alternative work/study program must have dedicated, kind, caring professional leadership and staff. (2) The work/study component must offer career level positions, not entry level. (3) The work/study curriculum must be the collaborate effort of the private industry, the community, the mayor and the social leaders of the community. (4) The alternative program must work to restore the at-risk student's self-esteem through achievement and the work experience. (5) A successful work/study program for at-risk students must be able to retain and graduate its students. An elaboration of these factors using supportive data form the basis of this dissertation study. (Abstract shortened with permission of author.)

The purpose of this study was to describe and analyze the process of networking in two intentionally created social networks. It sought to describe the core characteristics associated with networking and analyze how networking functions as a social resource generation strategy for adults dealing with personal growth and/or social change. This study utilized a transformational frame of reference to focus the investigation. The literature suggests that transformationalists view networking as an action oriented change strategy which can be used to accomplish an array of personal and group goals. A theoretical rationale was presented to support the assumption that networks and networking are effective vehicles for personal and social transformation. It asserted that networks and networking emerge out of and are a reflection of a new paradigm or worldview. It demonstrated that the characteristics of networks and networking are a manifestation of the propositions inherent in the new paradigm and therefore can be appropriately viewed as vehicles for personal and social transformation. Qualitative research theories and methods were used to conduct two case studies of social networks which were intentionally created to assist adults dealing with some aspect of personal growth and/or social change. The findings indicated that networking can be typified by three core characteristics: connectedness, communication, and cooperation. Networking, in these settings, served four fundamental functions. It provided access to information and potential sources of power and influence, promoted psychological support, provided assistance with problem solving, and enhanced community effectiveness. A comparison of the findings from each of the cases also indicated important differences in the characterization and functions of networking between the two settings. One of the conclusions drawn from this study is that while generic characteristics and potential functions are identified, how and to what extent they became operationalized were effected by various contextual factors, most notably the purpose and structure of the network.

Current efforts to expand adult literacy services in the United States too often merely replicate past ineffective practices and fail to make use of alternative instructional and management approaches available to them. Learner participation practices are one such potentially useful tool. In them, learners are intentionally encouraged to take greater control of responsibility in the running of program activities. Not enough is known at present about the purposes, origins, forms, users, supportive or hindering factors, and outcomes of these practices as they have been developed to date. While there is evidence that the field has a growing interest in participatory approaches, only limited information and analysis have been developed to guide those hoping to improve and expand the use of these practices. To begin to fill in these gaps in knowledge, this study initially reviews the literature on participation and discusses three purposes for active learner participation: "efficiency," "personal development," and "social change." It then presents the results of a national survey of participatory practices in the instructional and management components of U.S. literacy programs. In instruction, learners are in some cases actively involved in planning, evaluation, peer-teaching, writing and reading practices, field trips, and artistic activities. In management, learners are taking leadership roles in public awareness and advocacy, governance, learner recruitment and intake, mutual support, conferences, community development, program staffing, income generation, and staff recruitment and training. Built on documents and interviews, the survey reveals that this interest is evident across the field, particularly within community based and volunteer programs. Next, intensive case studies describe participatory activities in two volunteer programs, two minority-language programs, and two programs for low-income women. These cases and the national survey provide the basis for an analysis of the origins, limitations, strengths, and critical conditions related to participatory efforts. Finally, the study recommends actions aimed at improving and expanding the use of these practices. These actions include building a deeper understanding of participatory literacy education, research and training, and expansion of the material and human resources needed to make these practices work.

This study was an examination of the safety trainers who work in large construction firms in the United States. It was conducted in the hopes of helping vocational educators improve construction safety training. The purpose of the study was to determine the 1) specific individual demographic characteristics of safety trainers, 2) challenges they experience when planning, delivering, and evaluating safety training programs, 3) relationships between selected individual demographic characteristics of safety trainers and the accident rates of their trainees, and 4) how safety trainers meet the challenges they experience. Most trainers in this study were white males with more than 20 years of construction experience. Approximately 57 percent of the safety trainers had earned a bachelor's degree or higher. Only five safety trainers had degrees in education. Safety trainers believed that they received more support from corporate management than they received from general management, such as project managers, engineers, and superintendents. This belief was found to be significant at the .01 level using a t-test. Additionally, safety trainers believed that they were better at planning and delivering safety training than they were at evaluating safety training. This belief also was found to be significant (p Six null hypotheses were developed to investigate the relationships between selected individual demographic characteristics of safety trainers and the accident rates of trainees. Among the findings for these hypotheses, the following was determined: 1. As company size increased, the accident rates of trainees decreased (r=-.328, p=.012). 2. As the educational levels of safety trainers increased, the accident rates of trainees decreased (r=-.440, p=.001). 3. There was no statistically significant relationship between the yearly amount of safety training that safety trainers received and the accident rates of their trainees (r=-.030, p=.826). 4. There was no statistically significant relationship between the number of years of construction experience that safety trainers have and the accident rates of their trainees (r=.054, p=.690). 5. There was no statistically significant relationship between the number of years of safety experience that safety trainers have and the accident rates of their trainees (r=.122, p=.363). 6. There was no statistically significant relationship between the number of years safety trainers have delivered safety training and the accident rates of their trainees (r=.146, p=.274). Safety trainers met the challenges of not receiving as much support from project managers, engineers, and superintendents as they received from corporate managers by making deliberate efforts to solicit buy-in from these individuals. Additionally, safety trainers met the challenges of not believing they were as good at evaluating safety training as they believed they were at planning and delivering safety training by receiving additional training in the area of evaluation. The study also discussed the conclusions and recommendations of the study. The study ended with a call for vocational educators to become more involved in the training of construction safety trainers. / A Dissertation Submitted to the Department of Educational Leadership & Policy Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Fall Semester, 2003. / June 10, 2003. / Construction Safety, Industrial Training, Training, Vocational Education, Construction, Safety, Civil Engineering, Industrial Technology / Includes bibliographical references. / William R. Snyder, Professor Directing Dissertation; Bonnie Greenwood, Outside Committee Member; Beverly Bower, Committee Member; Michael Biance, Committee Member.

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