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Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills. Yoga games were noncompetitive and similar to PE games. Teaching strategies included guided inquiry and dialoguing. Assessments were underutilized and misunderstood. Lessons were created to engage students across multiple dimensions of wellness; cultivate self awareness, attention, and concentration; and teach relaxation skills. Spiritual wellness was addressed using relaxation, self-awareness, partner work, and examining emotional states. Developers adapted curriculums to meet HPE standards when needed. Yoga was considered appropriate across all developmental stages and could be adapted to meet specific needs. Developers tended not to manage fidelity; strict control was perceived as contrary to Yoga philosophy. Curriculum manuals were resources, not scripts. Continuing education included workshops, videos, and online forums. Emerging themes included attention, awareness, meta-cognition, and self-regulation as learning objectives; dialoguing as a teaching strategy; and the influence of mindfulness and positive psychology on curriculum design. These suggest additional areas of research. Curriculums need codification, defining, and mapping of elements including the alignment of teaching strategies with assessments. The benefits of Yoga, beyond the physical postures, need further study. / Kinesiology

A university is an academic place with students from a variety of cultures. Non-native English speaking (NNS) graduate students are a group representing diverse cultural backgrounds. However, these students' challenges in linguistic and socio-cultural adjustment impact their effective learning and academic success. Intercultural Communicative Competence (ICC) is an important ability that they need to consider. It assesses attitude, skills, knowledge, adaptability, flexibility, and communication ability with culturally different people. Researchers in Instructional Design and Technology (IDT) have suggested that instructional designers should understand diverse learners' abilities and cultural characteristics and apply them in their Instructional Design (ID) strategies. However, the existing ID models do not specifically include ICC as a consideration in the design process. Furthermore, there has been a lack of research on culturally diverse or minority students. Considering NNS graduate students' characteristics, cultural diversity, and need to develop ICC, the researcher reviewed three social theories of learning: social learning theory, sociocultural and cultural-historical activity theory, and situated learning theory. Socially engaged learning, a synthesized framework, was recommended for NNS graduate students along with effective ID strategies. This research investigated perceptions on ICC and ID strategies for socially engaged learning in a sample of 208 NNS graduate students. Quantitative methods were used to assess students' ICC level and perceptions of effective instructional strategies in four categories: (1) students' gradual engagement and active participation, (2) learning in rich cultural context, (3) self-regulation and learning ownership, and (4) integration of communication technologies. Results showed that NNS graduate students were diverse in background characteristics, academic disciplines, cultural origins, and previous experiences; they perceived a moderately high level of ICC; and they generally had positive views on ID strategies for socially engaged learning. This research can help instructional designers and instructors in higher education to better understand the needs of NNS graduate students and to prepare them to study more effectively and have more valuable intercultural experiences. / Ph. D.

I use my art practice in conjunction with environmental behaviour research and Michel de Certeau’s practice of the everyday, to enable a re-examination of socially engaged art and through art to activate environmental behaviour change. Questions Clarify contemporary debate about demonstrable and desirable aspects and issues of socially engaged art practice and through my own practice identify its key characteristics. Examine the claim for change offered by many socially engaged practitioners. Context The socially engaged artist operates outside of the gallery, in everyday lives and real situations, often engaging in issues of meaning to society at large, where participation and facilitation of dialogue are the common characteristics. I identify participation, the ambition of social change, aesthetic representation and a failure to communicate beyond the participative event as key considerations. (Bishop 2004; Bourriaud 2002; Kester 2004; Kwon 2004) I propose an aesthetic of presence, to recognise community as a creative vernacular and as pooled knowledge. Drawn from Michel de Certeau’s research into everyday life (Michel de Certeau 1985; Michel de Certeau et al. 1998a) this also provides a refocusing on participation through conversation and describes rupture events, which signify change occurring. Method This thesis compares research in an alternative field, environmental behaviour, which investigates the impediments to change (the value-action gap), how change happens and identifies the change agent, as essential to encourage change at a personal level. (Ballard and Associates 2005b; Darnton et al. 2006) I use the value-action gap, the tension point between knowing about climate change and failing to make changes in our own behaviour, (Blake 1999; Darnton 2004b; Kollmus and Agyeman 2002) as a direct impetus to make participative artwork that examines the idea of a sustainable lifestyle. My art practice recognises a three-stage process: an admission of my own environmental behaviour; encouraging reciprocal participation and conversation and enabling personal reflection; representing conversation offering shared vernacular knowledge and enabling others’ engagement with the artwork and behaviour change. Equating the socially engaged artist with the environmental change agent, I synthesised the Model for Change Agents (S. Ballard and Ballard 2005a; Ballard and Associates 2005b) with research on participation in the arts (Matarasso 1997), as a basis for understanding how participation occurs and how change could happen in socially engaged artworks. An analysis of pilot artworks extends this model to identify the conditions for change, which also equate to the aesthetic aspects of the artwork, in a new model for Practice, Participation and Progression. Outcomes I propose key characteristics for socially engaged practice based on analysis of contemporary commentators and the model for practice, participation and progression. The role of the socially engaged artist is identified as comparable to the change agent. Representing conversation, addresses an issue of socially engaged practice to communicate beyond documentation of the event’s provocation and participation. I develop discussion of the discursive site beyond participation itself to a community of common sensibility and pooled knowledge as a demonstration of personal agency that is able to redefine the public ideal and challenge dominant culture. Re-presenting conversation is a means of sharing knowledge, stimulating change and expanding community. Contributing to environmental behaviour research my art practice reveals our ability to abstract behaviour, identifies our main areas of concern within lifestyle, our motivations for making change and the importance of the preservation of personal agency. I also comment on de Certeau, identifying the problems with individual resistance through the everyday, exploring mini-rupture events signaling change and proposing a reversal of the aesthetic of absence to an aesthetic of presence creating a new narrative that utilises personal agency.

Little is systematically known about the collective health and well-being of Virginia American Indian people. This study sought to explore the meaning of health and healing among Virginia American Indian people in the context of a reservation-based, non-federally funded health clinic. Using an emergent approach to qualitative research grounded in a constructivist inquiry paradigm and guided by Indigenous research principles, a total of 24 in-depth, semi-structured interviews were conducted with 17 American Indian service-users of the Clinic. Through an inductive thematic analysis of participant stories, a framework for understanding responsive and responsible health and healing was derived. The framework includes seven dimensions: spirituality, physical processes, mental and emotional processes, social relationships, access to resources, contextual factors, and the interconnection among the dimensions. Personal and collective identity was a significant element woven through the dimensions. From the stories told by participants, health seems to be a continuum and healing seems to be a cycle. With constant motion in each of the dimensions, health has to do with sustained engagement in healing processes that continually seek to bring about functional balance in one’s whole health system. Ill health has to do with when a change in any one of the dimensions overtakes one’s ability to bring about a functional balance in the whole health system. The framework is context-dependent, true for the people who participated in the study at the time of the study.

Esta tese tem como objetivo investigar como a adoção do sistema Toyota/lean provoca transformações em processos comunicacionais de organizações que efetuam essa troca de modelo de gestão. Parte do pressuposto de que a Toyota - no decorrer de sua trajetória e por causas diversas, culturais, econômicas, sociais e específicas dos fundadores da empresa - desenvolveu um sistema de gestão (chamado hoje, também, de sistema lean) distinto dos sistemas tradicionais, com raízes tayloristas, fordistas, burocráticas, advindas da produção em massa. Trata-se de um modelo que exige bases comunicacionais distintas da gestão tradicional. Então, essas organizações que adotam esse modelo podem ter profundas transformações comunicacionais, sobretudo na comunicação interna. Assim, a fundamentação teórica foi realizada com base em conceitos sobre organização, gestão, gestão e comunicação, comunicação e relacionamento organizacional, e gestão Toyota/lean. A pesquisa de campo adotada, com abordagem qualitativa, foi baseada em entrevistas semi-estruturadas com especialistas e com colaboradores de empresas que estão vivenciando essa transformações, além de estudos de casos realizados, principalmente, em duas companhias brasileiras que estão adotando o sistema Toyota/lean e tendo profundas transformações comunicacionais: o Instituto de Oncologia do Vale (IOV) e o Grupo Wolpac. O estudo mostra que a adoção do sistema Toyota/lean pode provocar mudanças profundas em processos de comunicação, o que desloca a comunicação organizacional tradicional para outros eixos de mentalidade e operação. O estudo conclui que o sistema Toyota/lean pode desenvolver na organização um novo modelo de comunicação organizacional, um modelo que esta tese denomina de \"comunicação engajada\". Esse modelo é formado, em resumo, por cinco estruturas básicas: a comunicação totalmente focada na busca, revelação, análise e solução de problemas; o uso intensivo do diálogo presencial, aberto, livre, democrático e transparente no gemba; a gestão visual focada em revelar problemas; o respeito pelas pessoas (suas visões, relatos e vivências) e um relacionamento distinto do tradicional entre líderes e liderados, baseado não mais no poder hierárquico, mas no compartilhamento engajado de ideias e experiências. / This thesis aims to investigate how the adoption of the Toyota/lean system causes transformations in communication processes of organizations that make this change of management model. Based on the assumption that Toyota - in the course of its history and due to diverse cultural, economic, social and specific causes of the founders of the company - has developed a system of management (now called lean system) with Taylorist, Fordist, bureaucratic, roots of mass production. It is a model that requires different communication bases from traditional management. So, these organizations that adopt this model can have profound transformations of communication, especially in internal communication. Thus, the theoretical basis was based on concepts about organization, management, management and communication, communication and organizational relationship, and Toyota/lean management. The field research adopted, with a qualitative approach, was based on semi-structured interviews with specialists and collaborators of companies that are experiencing these transformations, as well as case studies carried out mainly in two brazilian companies that are adopting the Toyota/lean system and having deep communication transformations: Instituto de Oncologia do Vale (IOV) and Grupo Wolpac. The study shows that adopting the Toyota/lean system can lead to profound changes in communication processes, which shifts traditional organizational communication to other axes of mindset and operation. The study concludes that the Toyota/lean system can develop in the organization a new model of organizational communication, a model that this thesis calls \"engaged communication\". This model is formed, in short, by five basic structures: communication totally focused on the search, revelation, analysis and solution of problems; the intensive use of face-to-face, open, free, democratic and transparent dialogue in gemba; visual management focused on revealing problems; respect for people (their visions, reports and experiences), and a relationship that is distinct from traditional between leaders and subordinates, based not on hierarchical power but on the sharing of ideas and experiences.

Em A geração da utopia, do escritor angolano Pepetela, e em Memórias do cárcere, do escritor brasileiro Graciliano Ramos, ambos os autores denunciam formas de opressão e alienação usadas pelos governos: o colonialismo português em Angola, e o ditatorial, de Getúlio Vargas, no Brasil. Embora o texto de Pepetela trate de um romance, e o de Graciliano Ramos, de um livro de memórias, esses textos se aproximam pela ideia de um balanço histórico crítico. Posicionados ao lado dos oprimidos, invertem o discurso oficial e expressam a voz dos vencidos. Juntam as partes do que fora fragmentado e refazem a unidade - da nação, em A geração da utopia, e dos homens, em Memórias do cárcere. Como intelectuais engajados, elaboram uma literatura de resistência - capaz de levar à re-existência e à desalienação - e que aponta, utopicamente, para a possibilidade de alcançar um futuro melhor, por meio de um agir contínuo no presente, pleno de esperanças. / Both A Geração da Utopia, by the Angolan writer Pepetela, as well as Memórias do Cárcere, by the Brazilian writer Graciliano Ramos, are built as a denunciation of oppression and alienation, imposed by the overmastering governments: the Portuguese colonianism in Angola, and the dictatorial, by Getúlio Vargas, in Brazil. Although Pepetela\'s text is a novel and Graciliano\'s a memory one, both texts are similar by the idea of setting aside their view throughout a critic historical study. Standing by the opressed, official speech is inverted while the voice of the conquered ones is expressed. Parts of what was fragmented are joined in order to remake men\'s unit, in Memórias do Cárcere and nation\'s, in A Geração da Utopia. As engaged intellectuals, a literature of resistance, which is able to conduct to a reexistence as well as desalienation, is created and it shows, throughout an utopian perspective, a possibility of achieving a better future, through an acting way in the present time, full of hope.

A presente pesquisa debruçar-se-á sobre o documentário Punk Molotov (1983-1984), dirigido por João Carlos Rodrigues, produção audiovisual que acompanha a expressão musical da banda carioca Coquetel Molotov (1981-1984). Tendo-se como escopo a discussão do modelo de sujeito anarcopunk que tal produção audiovisual constrói em seu enredo, buscar-se-á perquirir como as subjetividades são projetadas pelo diretor, que se apropria intuitivamente de referenciais anarquistas para mostrar a trajetória dos sujeitos no movimento punk da zona norte da cidade do Rio de Janeiro. A problemática que norteará a investigação pode ser formulada da seguinte forma: como as concepções acerca do visual, musicalidade, esporte e ideologia anarquista desenvolvidas no registro de uma banda punk do Rio de Janeiro podem sinalizar a construção do arquétipo de um sujeito alternativo? Como o processo de formação do sujeito anarcopunk é descrito no bojo do documentário? Tomando-se como referencial o filósofo Félix Guattari e sua teoria sobre a micropolítica, pretende-se questionar em que medida o modelo de sujeito proposto pelo diretor se coaduna a uma valorização da ação direta, microscópica, no cotidiano da contemporaneidade. A interpretação do documento audiovisual ocorrerá por meio do cotejo dos discursos, músicas e imagens nele contidos e parte da teoria desenvolvida por autores pós-estruturalistas. / This research will investigate the Punk Molotov (1983-1984) documentary, directed by João Carlos Rodrigues, audiovisual production about the musical expression of Coquetel Molotov (1981-1984) band. Having as scope to discussion of the anarcho-punk archetype such audiovisual production builds on its plot, will be sought as to assert subjectivities are designed by the director, who intuitively appropriates anarchists referentials to show the trajectory of the subjects on the move Punk north of the city. The issues that will guide the research can be formulated as follows: how conceptions of visual, musicality, sports and anarchist ideology developed in the record of a punk band from Rio de Janeiro may signal the construction of the archetype of an alternative subject? As the process of \"formation\" of the subject is described anarcho-punk in the wake of the documentary? Taking as reference the philosopher Félix Guattari and his theory of micropolitics, we intend to question to what extent the subject model proposed by the director in line with a recovery of direct, microscopic action in the contemporary everyday. The interpretation of audiovisual document will occur through the collation of speeches, music and images contained therein and part of the theory developed by poststructuralist authors.