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Adaptability and cultural competency are core qualities that concern the profession of social work. The primary goal for a social worker is to enhance human well-being and improve for all sorts of complex and basic needs. The aim of this study was to investigate social workers attitudes regarding humanistic creative art as an intervention tool for clients with bipolar disorder. The main focus was to investigate how these approaches could be applied internationally and if it could affect stigmatization.  The social workers had various experiences and came from Sweden, Finland/Australia and Nepal. The study was conducted through qualitative research with an inductive thematic analysis, data collection and semi structured interviews. Two theories were applied in order to interpret the results: Erving Goffman’s stigma theory and Carl Rogers’ person centered therapy theory, combined with Natalie Rogers’ person centered expressive arts. The results showed that humanistic art approaches aims for connectedness and could function as an intervention tool. The results also showed a fear of accidentally exacerbating mania and inexperience with bipolar disorder.

Plusieurs écrits scientifiques ont mentionné que les pratiques humanistes-caring en formation infirmière sont avantageuses pour les personnes étudiantes. En effet, les pratiques humanistes-caring professorales créent les conditions qui favorisent les apprentissages. Des études ont rapporté la perspective de la clientèle étudiante témoignant des bienfaits des pratiques humanistes-caring de professeurs. Elles constituent une piste de solution pouvant réduire la déshumanisation dans les milieux académiques d’enseignement et d’apprentissages des soins infirmiers. Mais à la connaissance de l’étudiant-chercheur, aucune étude issue de la discipline infirmière ne s’est intéressée à la compréhension de la signification des pratiques humanistes-caring de professeurs, de même qu’aux contributions de celles-ci à l’égard de la personne étudiante. Inspirée par l’humanisme et le caring comme philosophie, le Modèle humaniste des soins infirmiers-Université de Montréal (Cara et al., 2016) a été retenu comme perspective disciplinaire de la présente étude. Cette dernière avait pour but d’explorer et comprendre, auprès de professeurs, la signification de leurs pratiques humanistes-caring, de même que leurs perceptions quant aux contributions de celles-ci au développement des apprentissages de la personne étudiante en formation infirmière. Pour ce faire, huit entrevues ont été réalisées auprès de professeurs dans une université québécoise. Les données recueillies ont été analysées à l’aide de la méthode phénoménologique de Giorgi (1997). Le processus d’analyse a permis l’émergence de sept thèmes. Parmi ces thèmes, quatre se rapportent à la signification des pratiques humanistes-caring de professeurs (première question de recherche), à savoir : 1) valeurs humanistes-caring comme fondement du rôle professoral, 2) attitudes humanistes-caring de professeurs envers la personne étudiante, 3) comportements humanistes-caring de professeurs envers la personne étudiante et, 4) conditions contextuelles des pratiques humanistes-caring des professeurs. Finalement, les trois derniers thèmes documentent la contribution des pratiques humanistes-caring à l’égard de la personne étudiante (deuxième question de recherche), à savoir : 1) épanouissement de la personne étudiante, 2) succès académique de la personne étudiante, 3) sentiment d’accomplissement professoral. L’ensemble des sept thèmes a favorisé l’émergence de la structure essentielle du phénomène investigué qui s’intitule « influencées par des conditions contextuelles, les pratiques professorales empreintes de valeurs, d’attitudes et de comportements humanistes-caring favorisent l’épanouissement et le succès académique de la personne étudiante, de même que l’accomplissement professoral ». La présente étude s’est révélée innovante puisque les résultats constituent de précieuses données pour les connaissances en sciences infirmières. Ces résultats peuvent être utilisés pour créer ou maintenir un environnement favorable aux enseignements et aux apprentissages dans les milieux de formation infirmière. De même, les milieux cliniques de soins peuvent les utiliser en vue d’améliorer la qualité du suivi auprès des personnes étudiantes en stage. Enfin, ces résultats peuvent susciter l’intérêt de réaliser d’autres recherches subséquentes et ce, dans d’autres milieux académiques en formation infirmière. Mots-clés : Pratiques humanistes-caring, Modèle Humaniste-Caring, formation infirmière, professeur, étudiant infirmier, méthode phénoménologique, valeurs humanistes-caring, attitudes humanistes-caring, comportements humanistes-caring. / A number of scientific studies have shown that humanistic-caring practices in nursing education are beneficial for students. In fact, humanistic-caring professorial practices create conditions that promote learning. Studies have reported on the benefits of professors’ humanistic-caring practices from the perspective of students. They constitute a possible solution that can reduce dehumanization in academic nursing teaching and learning environments. However, to the best of the student-researcher's knowledge, no study within the nursing discipline has focused on understanding the professors’ meaning of their humanistic-caring practices, as well as their contributions for students. Inspired by humanistic and caring philosophies, the Humanistic Model of Nursing Care-Université de Montréal (Cara et al., 2016) was chosen as the disciplinary perspective for this study. The purpose of this research was to explore and understand professors’ meaning of their humanistic-caring practices, as well as their perceptions of the contributions of these practices to the development of nursing students’ learning. To this end, eight interviews were conducted with professors working in a Quebec university. The data collected were analyzed using Giorgi’s (1997) phenomenological method. The analysis process revealed seven themes. Four of these themes relate to the meaning of professors’ humanistic-caring practices (first research question), namely: 1) humanistic-caring values as the foundation of the professorial role, 2) professors’ humanistic-caring attitudes towards the student, 3) professors’ humanistic-caring behaviours towards the student and, 4) contextual conditions of professors’ humanistic-caring practices. The other three themes correspond to the contribution of humanistic-caring practices towards the student (second research question), explicitly: 1) student self-fulfillment, 2) student academic success and, finally, 3) sense of professorial accomplishment. Together, the seven themes led to the emergence of the essential structure of the investigated phenomenon: "Influenced by contextual conditions, professorial practices imbued with humanistic-caring values, attitudes and behaviours foster students’ self-fulfillment and academic success, as well as professorial accomplishment". The present study proved to be innovative since its results constitute valuable data for nursing knowledge. These results can be used to create or maintain an environment conducive to teaching and learning in nursing training environments. Clinical care settings can use them to improve the quality of the follow-up offered to students during their internship. Finally, these results may spark the interest in carrying out subsequent research, elsewhere in other academic settings in nursing education. Keywords: Humanistic-caring practices, Humanist-Caring Model, nursing education, professor, nursing student, phenomenological method, humanistic-caring values, humanistic-caring attitudes, humanistic-caring behaviors.

Using transcript analysis as a research methodology, this study investigated student course-taking patterns in general education at three community colleges in Virginia. The sample included three groups: completers and non-completers of associate degree programs and non-curricular students. A panel of experts determined which courses in the curriculum could serve as general education. One purpose of the study was to discover the number and kind of general education courses actually taken by community college students. This was accomplished by identifying the proportion of students' programs taken in general education; the curricular areas of general education in which students concentrated their course-taking; and the types of general education courses taken (basic skills, advanced skills, breadth, integrative, and laboratory or field study). Another purpose was to determine whether course-taking in general education was independent of sex, race, age, and enrollment status (part-time or full-time; daytime or evening). The data indicated that general education was not the"disaster area" described by The Carnegie Foundation for the Advancement of Teaching in 1979 in terms of the number of courses taken by students in the sample. However, the programs of many students were out of balance, specifically lacking in mathematics and science. Two types of general education were evident in student transcripts: one kind of general education course was taken by the occupational-technical student; another, by the transfer student. The number of courses taken in different curricular areas of general education was generally related to enrollment status, age, and sex; comparisons across types of students were drawn and recommendations were made. / Doctor of Education

To this day, Columbia College maintains one of the most robust liberal arts curriculaa mong the tertiary education landscape, an institutional decision that has been both lauded and denounced by students, professors, and cultural critics alike. As this dissertation examines, high tensions from all angles largely stem from the Core Curriculum’s dual commitment to two seemingly oppositional values: its original mission and its ongoing evolution. My interpretive study of this unique undergraduate program begins with an examination of the cultural tradition from which Core derives—the West—considering how the notion of the liberal arts has evolved from antiquity to present day by pinpointing artifacts that demonstrate each era’s practices and priorities. Atop this foundational context, whose relevance persists in its establishment of citizenship, reciprocity, self-determination, and amateurism as underlying values of the liberal arts, I then examine university archival records dating back to the Core’s inception in 1919 and engage with personal stories, collected through interviews with alumni and former instructors of the program. These retrospective and interpersonal examinations are further complemented by the weaving in of my own experiences from my time as a student in the program, adding an introspective angle. In service of determining what is, was, and should be at the core of this curricular phenomenon, I neither defend nor rebuke the Core’s existence, but rather wonder and imagine its universal potential, ending with a call for more finite iterations of the program’s long-lasting values.

published_or_final_version / Education / Master / Master of Education

The diploma thesis focuses on experiential education as a possible and efficient methodology for teaching ESL to adult learners. The theoretical part scrutinizes the key principles of the method and investigates its background. In addition, the thesis clarifies the concept of learning styles and Kolb's Learning Cycle. The following sections deal with the adult learner as a specific type of learner with his characteristic needs and factors influencing his SLA. Furthermore, the benefits of experiential education for the adult learner are considered. The practical part introduces several concrete activities using elements of experiential education. These activities were described in detail and piloted in a group of adult learners.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-21T12:45:09Z No. of bitstreams: 1 Priscila de Castro Busnello.pdf: 1011774 bytes, checksum: 8b2d73101f3bea5fb57dbd17d7f9ecf3 (MD5) / Made available in DSpace on 2017-03-21T12:45:09Z (GMT). No. of bitstreams: 1 Priscila de Castro Busnello.pdf: 1011774 bytes, checksum: 8b2d73101f3bea5fb57dbd17d7f9ecf3 (MD5) Previous issue date: 2017-03-08 / At the same time that the mankind experiences the dynamism of the big and uninterrupted (macro)transformations, it was not possible to comprehend and enforce, thoroughly, the fundamental rights of the human being as a unique and singular person. Due to those findings, this study has as main objective to understand democracy, recognizing its importance, without forgetting to preserve human rights and human dignity, to establish the minimal humanistic bases for the model of a new society. Aim to reach the goals, a historical method and a compiling method utilized, with the association of different subjects in a way to presents a summarize panorama on several perspectives on the update changing on the readings of humanity. But, with the development of the presented ideas, the scientific methodology takes the place in directing development of the investigation searching coherent proposals to a conciliation between the inevitable global integration and the effective preservation of the dignity of the human being. The results concerning law indicate the need to overcome the old fashion debates with are just formal and superficial, with un updating of the comprehension on the role of the Judiciary Police in Brazil. It should, more than ever, helping strengthen the democracy and the commitment of the human being with their peers / Ao mesmo tempo em que a humanidade vivencia a dinamicidade das grandes e ininterruptas (macro)transformações, ainda não foi possível compreender e fazer valer, de maneira plena, os direitos fundamentais do ser humano, na qualidade de pessoa, única e singular. Em função dessas constatações, este estudo tem como objetivo compreender o sentido de democracia, reconhecendo sua importância, sem olvidar da necessidade de preservação dos direitos humanos e da dignidade da pessoa humana para o estabelecimento das bases humanistas mínimas do modelo para uma sociedade. Com a finalidade de atingir os objetivos estabelecidos, é utilizado, inicialmente, o método histórico e o método de compilação, com a associação de diferentes disciplinas, de modo a apresentar um panorama sintético das várias perspectivas sobre as atuais mudanças nos rumos da humanidade. Mas, com o desenvolvimento das ideias apresentadas, a metodologia científica passa a direcionar o desenvolvimento da investigação na busca de propostas coerentes para a conciliação entre a inevitável integração global e a efetiva preservação da dignidade da pessoa humana. Os resultados, no campo do Direito, apontam para a necessidade de superação dos ultrapassados debates meramente formais e superficiais, com a atualização da compreensão sobre o papel da Polícia Judiciária no Brasil. Ele deve, mais do que nunca, corroborar o fortalecimento da democracia e o comprometimento do ser humano com seus semelhantes

Made available in DSpace on 2016-04-26T20:19:30Z (GMT). No. of bitstreams: 1 Rodrigo de Camargo Cavalcanti.pdf: 1574791 bytes, checksum: 8193e91042e48d6844f6d8d731c1b710 (MD5) Previous issue date: 2010-11-05 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work aims to bring a perspective about law that underlies smoldering in life itself, lived by the sentient ever-changing beings, entering, mainly, in the lessons of García Maynez and his three circles theory, that will alow us to evoque the integrity fo law in all its strands privileging, in this work, the reading of Gunther Teubner and his legal realism, with the critical conception of compassionate view of Theodor Adorno, and Deleuze and his ritornello, aways with the solid and capital ground of the Humanistic Capitalism´s Theory, essencialy in its jushumanistic principality, according was brilliantly conceived by Ricardo Hasson Sayeg. For this, the Triad makes presence in the whole text in many ways: validity, applicability and effectiveness, freedom, equality and fraternity, text, metatext and intratext; territorialization, deterritorialization, and reterritorialization; past, present and future. Aways for the densification, Walking in a spiral, away from a linear historical meaning of law, but in order of consideration of the "minor literature" that permeates society and that is urgent in the relevance of the application of law and its role as a promoter of a creative freedom, overly human / Este trabalho visa, por si só, pois toma vida a partir do momento em que se imprime do ato criativo do pensar, trazer uma perspectiva sobre o direito que subjaz latente na própria vida, vivida pelos seres sensíveis e em eterna mutação, adentrando, principalmente, nas lições de García Maynez e sua teoria dos três círculos, que nos permitirá evocar a integralidade do direito em todas as suas vertentes privilegiando nós, no presente trabalho, a leitura de Gunther Teubner e o seu realismo jurídico, adensada à concepção crítica da ótica compassiva de Theodor Adorno e de Deleuze e o seu ritornelo, sempre com a base sólida e primordial da Teoria do Capitalismo Humanista, essencialmente no principado jushumanista, consoante brilhantemente concebido por Ricardo Hasson Sayeg. Para tanto, a Tríade se faz presente em todo texto de diversas formas: validade, vigência e eficácia; liberdade, igualdade e fraternidade; texto, metatexto e intratexto; territorialização, desterritorialização e reterritorialização; passado, presente e futuro. Sempre pelo adensamento, num caminhar em espiral, longe de uma acepção linear histórica do direito, mas, sim, afim da consideração da ―literatura menor que permeia a sociedade e que se faz urgente na consideração da aplicação do direito e do seu papel enquanto promotor de uma liberdade criadora, demasiadamente humana