Educational policy in Ontario mandates elementary students participate in twenty minutes of Daily Physical Activity. To date, yoga has not been a recognized type of DPA. This study supports yoga as a holistic and personally satisfying form of physical activity for elementary students. This study will address: student perceptions of yoga; are they the same as adults; and how students think yoga could be used in the classroom. Research shall be conducted through interviews, observations of children participating in bi-weekly yoga sessions, and analyzing participants’ written reflections in open-ended journals. This research can help to re-define DPA for all students in order to reach out to a variety of student needs. Using Michael Fullan’s (2001) analyses of change, this study will demonstrate the linkages between the practical applications of yoga in the school and theories of holistic education. This study recommends practical applications of yoga and how it can be implemented in elementary classrooms across Ontario.

Educational policy in Ontario mandates elementary students participate in twenty minutes of Daily Physical Activity. To date, yoga has not been a recognized type of DPA. This study supports yoga as a holistic and personally satisfying form of physical activity for elementary students. This study will address: student perceptions of yoga; are they the same as adults; and how students think yoga could be used in the classroom. Research shall be conducted through interviews, observations of children participating in bi-weekly yoga sessions, and analyzing participants’ written reflections in open-ended journals. This research can help to re-define DPA for all students in order to reach out to a variety of student needs. Using Michael Fullan’s (2001) analyses of change, this study will demonstrate the linkages between the practical applications of yoga in the school and theories of holistic education. This study recommends practical applications of yoga and how it can be implemented in elementary classrooms across Ontario.

Thesis (PhD) -- Auckland University of Technology, 2004. / Also held in print (348 leaves, 30 cm.) in Akoranga Theses Collection (T 615.53 NEL)

Thesis (doctoral)--South Bank Polytechnic, 1990. / BLDSC reference no.: DX94587.

No description available.

The doctoral project presents an argument for the inclusion of complementary and alternative medicine in the provision of holistic care. Over the course of history the practice of medicine has evolved with developments in science and technology and transitioned into away from its holistic origins to a more fragmented practice. The project includes relevant literature on shortcomings of conventional medicine that are in part a catalyst for the trends of increasing complementary and alternative medicine utilization. The doctoral project concludes that the benefits of complementary and alternative medicine's inclusion in care, and more specifically holistic care, is of value and further research will be of benefit to further the utilization of complementary and alternative medicine. / McAnulty College and Graduate School of Liberal Arts; / Health Care Ethics / PhD; / Dissertation;

For almost three decades 'holistic health care' has been a widely invoked term. It is called upon as an antidote to mechanistic science, as justification for the use of alternative therapies, as instruction to good practice and even as a boundary marker in establishing professional identity. In the service of these intentions it has assumed various meanings. The first aim of this study is to identify from the literature, the illusion of shared meaning that saturates this term and to expose the implications of this lack of clarity. The elusive nature of the meanings attributed to holism and the problem of determining an appropriate method of pursuing these meanings is addressed. A particular understanding of conceptual analysis and practical reasoning are defended as adequate tools. The group of ideas from which the term holism can be distinguished, individualism, dualism and reductionism, form the context of the examination of understandings of wholeness. Eight distinctions of wholeness are examined and the common conceptual feature of 'purpose' is suggested. This requires considerable justification which is provided by an exploration of the notion of 'partness'. Recourse to the seminal work of Smuts (1926) is sought and the derivation of the idea of holism from evolution theory is explored. A key understanding explored is the nature of emergent properties and their role in the holistic doctrine, 'the whole is more than the sum of the parts'. Employment of the word holism in social science, philosophy, and biology is examined and a number of fallacies about holism exposed. With a somewhat clearer understanding of holism, and a working notion of wholeness, theories of health are discussed as contenders for a philosophical basis for 'holistic health care'. While several show some congruence, it is argued that the Foundations Theory of Health can be shown to demonstrate the characteristics of work for wholeness identified in this work. The conclusion that holistic health care is in essence working creatively with incipient wholes, is explained and justified by a discussion about how a health worker might become more holistic in her practice.

The question of what comprises sustainable development is, essentially, a moral one: what should constitute the web of interactions between ourselves, and between ourselves and the non-human world. But questions this large invite fragmentation into even smaller, manageable parts and in turn a predilection for specialisation. Such reductionism is now recognised as an important factor in our current lack of success in ‘living more sustainably’. Thus, this research takes the alternate approach: a look at sustainable development from the perspective of the whole. The research reveals that even the complexity of sustainable development can be described, via patterns, in manageable ‘chunks’ that can both retain the nature of the whole and advise of the necessary changes individuals need to adopt to close the gap between concern and action. Opportunities for further research include the extended use of patterns by practitioners from any field seeking to maintain the whole; and an exploration of the (currently hidden) attribute of time as a key determinate of action related to sustainable development / Doctor of Philosophy (PhD)

Students’ perceptions and value orientation could assist curriculum developers to design and implement a Physical Education (PE) curriculum that would address the needs of post-independent South African schools. PE and School Sport (SS) in South Africa demonstrate extremes and inequities. Contrast is visible in all aspects of South African life, but most significant in education. White and urban schools are relatively problem free, whereas black and rural schools have been adversely affected by the past governments’ apartheid and separate development policies. Some schools have well developed facilities, while the majority has next to nothing. PE teachers are qualified in some cases and grossly unqualified in many others. PE programmes in white schools and urban cities offer a wide and balanced variety of activities while in others opportunities are limited to a few movement activities. PE as a school subject has been neglected, misunderstood, seen as being of little importance and regarded as inferior when compared to other subjects in the school curriculum. In order to find out the perceptions of PE and school sport among school children aged 7-15years, we administered the modified Sport in Education (SpinEd) project questionnaire to 923 school children in two provinces and contrasting geographical locations in South Africa. The questionnaire focused on five main domains referring specifically to aspects of children’s perceptions and understanding of PE and SS. The results showed some disparity in the perceptions and understanding of PE and SS among the respondents by gender, age group and geographical location, specifically with regard to feeling about PE and SS, outcomes of PE and SS, comparison of PE and SS with other school subjects and perceived competence in PE and SS. Results are discussed in the light of their implications for provision of quality PE and SS in South African schools.

As the scope of responsibility and the sophistication of each job role changes there is no longer the ability to assume that certain skills/capabilities exist simply because the person has the correct degree or has been to the proper corporate training course. A broader, holistic view, of the person has to be taken. My focus in this paper will be to look at the holistic training and development of employees through the context of Applied Materials. There has been a significant change in training, an evolution in the past several years in training from the learning of specific skills that will enable you to do your job more effectively to one where the whole learner is looked at from the time they are hired, giving them the skills they need to be successful and tying those skills sets into an overall career path. However while this is a long term goal not all training needs to accomplish all of these heady tasks. Some training focuses only on the point skills necessary to be effective in the work place. This paper will break down into four broad sections; the state of adult learning in America and the context of Applied Materials, a holistic view of the technical and sales professional, the value of training and its measurements, and finally I will look at four case studies employing the context and metrics defined earlier and drawing some conclusions about the evolution of training at Applied Materials to one where it is becoming more holistic and looking at the entire employee. / text