This research was conducted to explore the relationship between self-actualization and the Japanese martial art of Aikido. Time spent in active practice of Aikido served as the predictor variable and the quasi-experimental intervention. The Personal Orientation Dimensions served as the measuring instrument foe self- actualization. The 13 scale scores were the dependent variables. Of the most significant results, six scales were chosen to form the basis for the structured interview. The interview was conducted with five practicing Black Belt Aikidoists. The research subjects were all Aikido students from four different schools with a common lineage. Later efforts to expend outside the lineage were not productive. There were three groups in this research. Those who were tested at least once, those who were tested twice, and the five selected Aikido Black Belts for the interview. The first group was the Total Group and consisted of all respondents and the scores of the first sampling of the Test-Retest Group (n=48, 24 females, 24 males). Sixteen respondents were between 18 and 30 years old, 25 between 31 and 45, and 7 were 46 years old and above. Average months practicing Aikido was 32.95 with an average of 3.58 times per week and 4.6 hours per week. A Multiple Regression showed significant positive changes in four scales at the p<.01 level and six scales showed positive directional change at the p<.05 level. This gives some support to the hypothesis that the active practice of Aikido may contribute to self-actualization over time. The Analysis of Variance performed on the dependent means of the Test-Retest Group produced one positive direction for one scale p<.05, n=ll. This was not considered significant for this study. The interviews focused on the ccntent of six of the most significant scales and confirmed the quantitative findings. Additional information about the effects of Aikido upon students based on the interviews is presented. The study provides additional support for the use of Eastern self-actualization technology with Western students. Possibilities for use include school systems, therapist training, and promoting the general mental health of the population.

Turnabout, a feature-length screenplay with an accompanying critical essay, is the story of Michael Houston, a successful stockbroker in his late twenties whose unlikely romantic rendezvous with a bohemian art dealer leads him to realize that finding love often begins with a soul-searching journey into oneself.

This dissertation is a study wrapped in a metaphor of voices, figurative and literal. It is a story of four singers over the course of 12 weeks and weaves through individuals in a group singing class. As a study, it used integral inquiry and emphasized action and narrative research. It explored one overarching research question, which naturally led to several sub-questions: In what ways might Mindfulness Awareness Practices (MAPS) and contemplative teaching and learning practices affect singers’ experiences of their own vocal and personal growth? (Sub-questions: What practices are reported as being successful?; How do participants experience growth?; How might singers and teachers shift to a mindset of process and progress throughout practicing and performing?; How do we create a space of mutuality and trust to foster self-reflection?; How do we balance instruction, offering feedback when needed and wanted while fostering self-trust and independence? While singing is a wholistic endeavor requiring an intricate balance of physical and mental processes, we rarely discuss how teaching singing could consciously incorporate the mental and emotional into a voice studio. Learning to sing in a way that incorporates intentional mindful and contemplative practices into a more traditional vocal pedagogy might foster growth for singers both personally and artistically. Over the course of 12 weeks, four singers and I met weekly for a two-hour class over Zoom that integrated contemplative learning and teaching practices into a singing class. We followed a format based in contemplative education and social and emotional literature for each class: (a) Centering and Check-In, (b) Third Thing, (c) Singing using contemplative and mindful language and concepts, (d) Optimistic Closure. Additionally, there were a total of three unstructured interviews (two individual, before and after the classes, and one final group interview at the conclusion of the classes), and participants engaged in practice journals and mindfulness practice outside of class time. Data was examined using a framework of non-hierarchical rhizomatic learning, based on the work of Deleuze and Guattari. Participants’ stories were ripe with explorations of themselves, life circumstances that contributed to their relationships with their voices and vocal technique and musing on society and professional pressures. Primary discoveries include participants’ self-attributed growth in self-awareness, including self-efficacy and an increased growth mentality. Incorporating deliberate vocal technique using non-judgmental noticing, kinder self-talk, open-ended feedback, and the use of third thing discussions similarly enhanced participants’ self-defined growth and emphasized the importance of self-reflection within a group setting. The discussion concludes with an exploration of additional factors affecting participants’ growth, such as gender and race, and potential considerations for implementing continued work with singers, contemplative education, and mindfulness.

Submitted in accordance with the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand, South Africa, 2007. / This study is on the impact of copyright law on the provision of information by libraries with special reference to computerized databases. For the purposes of this study, four hypotheses were set, being: the appropriateness of copyright law; the restriction on access to information; author's remuneration for his work; and the interpretation of the law of copyright. A literature review was done on the origin and development of copyright, from the ancient cultures through the Middle Ages and the invention of the printing period to the enactment of the first copyright law in history (the Statute of Anne) which is the fundamental basis of the modern copyright as a legal protection for an author, artist or composer that restricts any form of reproduction. In general, copyright law grants the autln,r an exclusive right to his works and also grants the pucil J the right to use intellectual works within th^ limits of the doctrine of 'fair use* that would not cripple the economic conditions of the author. In chapter three, it is indicated that recent developments in computer technology, telecommunications technology and reprography have made it possible for information to be easily and cheaply copied and transmitted over distances (transborder data flow) for the use of many users. Such indiscriminate access withholds from the copyright holder legitimate royalties for his work and the protection by legal copyright. To restrict such access on the other hand, inhibits the use of the work which is also contrary to the interests of the author and to the intent of copyright law. Libraries are a primary source of disseminated information and as such are required to observe the legal conventions of the country. With the recent developments of a wide range of technological advancements in information transfer, and an increased demand for information sharing, it is becoming increasingly difficult and in some cases impossible for libraries to fully uphold and enforce the provisions of the copyright law. Nowadays, intellectual property has become a tradeable commodity and the recent problem is one of economic threat brought about by changing technology. Librarians depend upon the originality and products of authors and publishers in the provision of information services to users and must therefore observe the copyright law to give incentive to those with the ability to write. The results of this study confirm the hypotheses that copyright law is not appropriate in the reproduction of all forms of copyrighted material from computerized databases; that copyright law restricts the free access to information; that authors have the right to expect remuneration for their works; and that the interpretation of copyright law is a problem and therefore confusing to libraries.

The purpose of this study was to determine if there is a relationship between student ratings of university instructors and instructors' self-concept and self-actualization. During the academic year 1970-71, students rated faculty members teaching undergraduate courses from the "Illinois Course Evaluation Questionnaire", Instructors rated high or in the top three deciles were defined in this study as "good" or "effective" teachers, and those rated low or in the lower three deciles were defined as "poor" or "ineffective" instructors. Sixty-eight percent or 118 of the instructors in these categories submitted to two psychological tests--the "Index of Adjustment and Values" and the "Personal Orientation Inventory". These instruments were used to investigate the self-concept and self-actualization of university instructors. From the IAV two main areas were considered or investigated--the self- acceptance and discrepancy between the real and ideal self. Analysis of variance scores showed that there was no difference between mean scores of good and poor instructors in relation to how they accepted themselves and how they viewed their real self in relation to their ideal self. Both groups showed congruency and a positive view of self. When good and poor instructors were compared by an analysis of vari­ence as to their self-actualization, again, there was generally no difference between the means. However, on three subscales (of twelve) the groups differed significantly (.02-.05). Good instructors scored higher in Self­ Actualizing Value, Spontaneity, and Self Regard, or it might be said they are more self-willed, self-expressive, self-assertive, open, honest, and cognizant of their strengths and capabilities. Generally, poor instructors are just as self-actualizing (releasing of full capabilities and potentialities) as good instructors. Other data which showed significant distinction between good and poor instructors was the descriptive data. This data showed that college affiliation an d number of years of teaching seem unrelated to teacher effectiveness. However , sex, age, highest degree earned, rank, and years of formal education did make a difference in this study. Those instructors rated high by students were also those who were mostly female in sex, younger in age (average of 39 years), who had received a master's degree with an average of seven years of university education and a professional rank lower than a professor. Those instructors rated low by students were also those who were mostly male in sex, older in age (average of 46 years), who had a doctorate degree, eight years of university education, and a professional rank of professor. From this study of university instructors rated high and low by students, and from the limited psychological testing, the following may be concluded: (1), When male university instructors terminate their formal education by a doctorate and arrive at the rank of professor students perceive them to be less effective as teachers. (2), How a university instructor feels about himself, how congruent his real and ideal self are, and how well he accepts himself may not be related to his effectiveness or ineffectiveness. University instructors whether good or poor essentially view themselves the same. (3), How well a university instructor is actualizing his potentialities or has satisfied basic needs of safety, belongingness, love and self-esteem, may not be related to his effectiveness or ineffectiveness as a teacher. (4), University instructors appear to be more effective if they hold self-actualization values, are more spontaneous and possess a good self-regard; or in other words, they are more self-willed, self-expressive, self-assertive, honest, and cognizant of their strengths and capabilities. (5), Since good and poor instructors showed significant differences in the descriptive data but none in the self-concept inventory and only limited differences in the self-actualization inventory, then the use of the IAV and POI for university instructors is questioned because of their failure, generally, to differentiate. From the above summary and conclusions the following recommendations are made: (1), Coad instructors in this study could be investigated further to determine what they do specifically as teachers, in order to be rated high by students. (2), Further study needs to be conducted to determine more precisely if self-actualization is related to effective university teaching.

Elementary school teachers enrolled in the Self-Actualizing Education training course were tested prior to and following the ten-week in-service course to measure to what extent teachers improved interpersonal communication skills in discussions with students. Teachers' positive responses (e.g., listening, owning personal feelings, offering choices to students), teachers' negative responses (e.g., judging, lecturing, rescuing), teacher talk vs. student talk, and the frequency of student misbehaviors were considered. Audio tape recordings were made of teachers as they dealt with student problems in a group discussion and in an individual discussion. Also, student misbehaviors were recorded during a 15-minute observation time. The data were evaluated using analysis of variance. The results showed that in discussions with individual students, teachers increased positive responses and decreased teacher talk. In addition, the number of student misbehaviors increased after the training course. No other changes were found to be statistically significant.

This study describes the development and evaluation of a communications skills course for elementary teacher inservice training. The development and evaluation strategy centered on a research and development (R & D) process. The major steps of the R & D process were: (1) product selection, (2) literature review, (3) prototype planning, (4) development of preliminary prototype, (5) expert appraisal and product revision, (6) main fieldtest, (7) product revision, and (8) operational fieldtest. The course was composed of 13 communication skills with 20 behavioral objectives and evaluations. Experiences in self-awareness and practical application of the skills presented were stressed. The purpose of the Operational Fieldtest was to determine if there was any change in verbal behavior of the teachers on a paper-pencil evaluation given pre and post. The test used was a criterion-referenced test in three parts. Part 1 consisted of three problem-solving episodes relating a problem with a boy being out-of-seat or talking-out, a girl crowding in the lunchline or running in the hall, and a boy fighting or destroying property. Part 2 was an objective test, and part 3 was a teacher estimate of student responsibility. The subjects for the Operational Fieldtest were 39 elementary teachers, including a principal, four special educators, two counselors, and a school nurse. The data were collected over a 10-week period from January 14 to March 18, 1975. The first five hypotheses stated that scores would increase after treatment for the three student episodes and the objective test. Hypothesis 6 stated that the teachers' estimate of student responsibility would increase. Of the six hypotheses, four showed a significant increase in communication skills used at the .001 level using a One-Way Analysis of Variance on the three groups. The second episode and the estimate of student responsibility were not significantly different. It was decided that the course had met its primary goal of teaching communication skills to elementary teachers. Evaluation of the product for exportability is the next step to be taken.

The planned, intensive group experience is the most rapidly spreading social invention of the century and, in the opinion of Carl Rogers, may be the most potent one. He recognizes such groups under varied labels such as T-groups, encounter groups, sensitivity training groups, and also as laboratories in human relations or as workshops in leadership, education, or counseling. Because of the emphasis on the fullest development of human potentials in most of these groups the theories and activities connected with them have come to be known as the Human Potential Movement. The primary purpose of this investigation is to determine whether or not, in a four week winter term, college students undergoing communicative behavior training and self-actualization experiential learning in the encounter group setting will demonstrate change in pre- and postscoring on the Shostrom Personal Orientation Inventory. The secondary purpose of the investigation is to determine whether or not changes in self-actualization that might appear among the subjects can be visually identified by naïve observers.

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