Thesis (Doctoral)--Rijksuniversiteit te Utrecht, 1983.

The purpose of this study was to determine if sensitivity training encouraged significantly more members to form mutually therapeutic relationships than did traditional group counseling, and to determine, if the members who formed the largest numbers of mutually therapeutic relationships increased both in self-awareness and self-actualization significantly more through sensitivity training than through the traditional form of group counseling. This study concluded from its findings that the sensitivity group members' relationships were more transitory or short-lived that were the relationships formed by the members of the traditional group. The formation of mutually therapeutic relationships, built on empathy, congruence, and positive regard, appeared to increase self-awareness, and a traditional form of group counseling may be better at achieving this than a sensitivity-training group. The sensitivity-training group appeared to deal best with material in the present, or "here-and-now," while the traditional group was more effective in dealing with intrinsic material outside the group and in the past.

The problem addressed in this project is the high attrition rate among English as Second Language (ESL) students in a local community college associate degree nursing program. If the retention problem is addressed, the increase in the number of ESL nursing student graduates could result in a more diverse nursing workforce, reflecting the diversity of the community. The purpose of this study was to examine student and faculty views regarding factors that contribute to the academic success and retention of ESL students. To that end, a qualitative case study approach was used, guided by the theoretical frameworks of Cummins's contextual interaction theory and Freire's and Mezirow's transformational learning theory. By using purposeful sampling, 8 ESL students and 5 faculty members were interviewed in both structured and unstructured interviews. The data were decoded using Nvivo computer software to establish themes and categories for analysis. The themes pointed to faculty lacking: (a) cultural awareness and sensitivity, (b) knowledge of the academic needs of ESL students, (c) knowledge of teaching strategies to accommodate the learning of ESL students, and (d) skills to prepare ESL students for what to expect. The findings led to creating a professional development workshop for faculty and led to recommending that the director and dean of the nursing program make it mandatory for faculty to continue their education on skills to improve academic success of ESL students. The findings suggest administrators should make cultural awareness competency compulsory. These efforts and faculty training may result in broader positive social change for ESL students and faculty, administrators, and the community, improving the number of graduating nurses to serve a diverse patient population.

Esta dissertação consiste num esforço de compreensão referente à prática e à pesquisa teórica tecidas em Educação de Jovens e Adultos (EJA), a partir das relações complexas entre oralidade e escrita e enfatizando alternativas de contribuição próprias da cultura afro-brasileira, esta que é marcada pela força de sua oralidade e de seu pensamento mítico-simbólico. O trabalho partiu da realização de uma oficina no Centro de Integração e Educação de Jovens e Adultos (CIEJA) Campo Limpo, zona sul de São Paulo, que consistiu na apresentação de uma pedagogia sinestésica e escolheu levar à sala de aula elementos fortes da memória cultural afro-brasileira, por seu teor simbólico, para o trato com alunos em fase de letramento. Utilizando-se de instrumentos musicais, vídeos, tecidos, esculturas, poemas, estórias, folhas e plantas, dez encontros centraramse na história e na cultura afro-brasileiras, contemplando assim, também, os esforços em uma implementação efetiva e qualitativa da notória lei 10.639/03. Tendo como fundamentos teóricos os estudos tecidos por Gilbert Durand sobre o Imaginário, mais as concepções de Edgar Morin sobre paradigma, conhecimento e método, a dissertação fundamenta-se ainda nas contribuições de Joseph Campbell, Gaston Bachelard, Michel Maffesoli e Marcos Ferreira Santos sobre as questões centradas em mito, imagem, símbolo, arquétipo e razão sensível. Com a intenção de diferenciar as várias formas de relações que a(s) cultura(s) de matriz(es) africana(s) operou(aram) em relação às culturas hegemônicas na história de nosso país, problematizando os usos indiscriminados dos conceitos sincretismo e hibridismo, baseio-me nos estudos de Muniz Sodré, Leda Maria Martins e Eduardo David de Oliveira, destacando as dimensões de jogo, luta, segredo, regra e ancestralidade que caracterizam a afrobrasilidade, relacionando-as às diretrizes teóricas de Durand. / This dissertation consists in an effort of comprehension related to the practical one and theoretical research weaved in Young and Adults Education, from the complex relations between orality and writing and emphasizing alternatives of contribution peculiars of the afro-Brazilian culture, which is marked by the strength of its orality and its mythical-symbolic thought. The work started from the accomplishment of a workshop a t the Centre of Integration of Youngs and Adults Education (CIEJA) Campo Limpo, south zone of São Paulo, which consisted in a presentation of a sinestesic pedagogy and chose to take to the classroom strong elements of the afro-Brazilian cultural memory, because of its symbolic meaning, (with the goal) related to the treatment of the students in literacy phase. Using musical instruments, videos, textiles, sculptures, poems, stories, leaves and plants in order to construct ten meetings focused in the histor y and Afro-Brazilian culture, also contemplating, in this way, the efforts in a real and qualitative implementation of the well-known law 10.639. Assuming theoretical beddings in the studies weaved by Gilbert Durand about the imaginary and also the conceptions of Edgar Morin about paradigm, knowledge and method, the dissertation still bases on the contributions of Joseph Campbell , Gaston Bachelard, Michel Maffesoli and Marcos Ferreira Santos on the questions centered in myth, image, symbol, archetype and sensible reason. With the intension to differentiate the assorted forms of relations that the culture(s) of African(s) matrix(s) operated in relation to the hegemonic cultures in the histor y of our count ry, analyzing probl ems build up in the indiscriminate uses of the concepts syncretism and hybridism, I took theoretical reference in the studies of Muniz Sodré, Leda Maria Martins and Eduardo David de Oliveira, emphasizing the dimensions of game, struggle, secret, rule and ancestry which is a feature of Afro- brasility relating them to the theoretical lines of Durand.

Esta dissertação consiste num esforço de compreensão referente à prática e à pesquisa teórica tecidas em Educação de Jovens e Adultos (EJA), a partir das relações complexas entre oralidade e escrita e enfatizando alternativas de contribuição próprias da cultura afro-brasileira, esta que é marcada pela força de sua oralidade e de seu pensamento mítico-simbólico. O trabalho partiu da realização de uma oficina no Centro de Integração e Educação de Jovens e Adultos (CIEJA) Campo Limpo, zona sul de São Paulo, que consistiu na apresentação de uma pedagogia sinestésica e escolheu levar à sala de aula elementos fortes da memória cultural afro-brasileira, por seu teor simbólico, para o trato com alunos em fase de letramento. Utilizando-se de instrumentos musicais, vídeos, tecidos, esculturas, poemas, estórias, folhas e plantas, dez encontros centraramse na história e na cultura afro-brasileiras, contemplando assim, também, os esforços em uma implementação efetiva e qualitativa da notória lei 10.639/03. Tendo como fundamentos teóricos os estudos tecidos por Gilbert Durand sobre o Imaginário, mais as concepções de Edgar Morin sobre paradigma, conhecimento e método, a dissertação fundamenta-se ainda nas contribuições de Joseph Campbell, Gaston Bachelard, Michel Maffesoli e Marcos Ferreira Santos sobre as questões centradas em mito, imagem, símbolo, arquétipo e razão sensível. Com a intenção de diferenciar as várias formas de relações que a(s) cultura(s) de matriz(es) africana(s) operou(aram) em relação às culturas hegemônicas na história de nosso país, problematizando os usos indiscriminados dos conceitos sincretismo e hibridismo, baseio-me nos estudos de Muniz Sodré, Leda Maria Martins e Eduardo David de Oliveira, destacando as dimensões de jogo, luta, segredo, regra e ancestralidade que caracterizam a afrobrasilidade, relacionando-as às diretrizes teóricas de Durand. / This dissertation consists in an effort of comprehension related to the practical one and theoretical research weaved in Young and Adults Education, from the complex relations between orality and writing and emphasizing alternatives of contribution peculiars of the afro-Brazilian culture, which is marked by the strength of its orality and its mythical-symbolic thought. The work started from the accomplishment of a workshop a t the Centre of Integration of Youngs and Adults Education (CIEJA) Campo Limpo, south zone of São Paulo, which consisted in a presentation of a sinestesic pedagogy and chose to take to the classroom strong elements of the afro-Brazilian cultural memory, because of its symbolic meaning, (with the goal) related to the treatment of the students in literacy phase. Using musical instruments, videos, textiles, sculptures, poems, stories, leaves and plants in order to construct ten meetings focused in the histor y and Afro-Brazilian culture, also contemplating, in this way, the efforts in a real and qualitative implementation of the well-known law 10.639. Assuming theoretical beddings in the studies weaved by Gilbert Durand about the imaginary and also the conceptions of Edgar Morin about paradigm, knowledge and method, the dissertation still bases on the contributions of Joseph Campbell , Gaston Bachelard, Michel Maffesoli and Marcos Ferreira Santos on the questions centered in myth, image, symbol, archetype and sensible reason. With the intension to differentiate the assorted forms of relations that the culture(s) of African(s) matrix(s) operated in relation to the hegemonic cultures in the histor y of our count ry, analyzing probl ems build up in the indiscriminate uses of the concepts syncretism and hybridism, I took theoretical reference in the studies of Muniz Sodré, Leda Maria Martins and Eduardo David de Oliveira, emphasizing the dimensions of game, struggle, secret, rule and ancestry which is a feature of Afro- brasility relating them to the theoretical lines of Durand.

The Ellison Executive Mentoring Inclusive Community Building (ICB) Model is a paradigm for initiating and implementing projects utilizing executives and professionals from a variety of fields and industries, university students, and pre-college students. The model emphasizes adherence to ethical values and promotes inclusiveness in community development. It is a hierarchical model in which actors in each succeeding level of operation serve as mentors to the next. Through a three-step process--content, process, and product--participants must be trained with this mentoring and apprenticeship paradigm in conflict resolution, and they receive sensitivitiy and diversity training, through an interactive and dramatic exposition. The content phase introduces participants to the model's philosophy, ethics, values and methods of operation. The process used to teach and reinforce its precepts is the mentoring and apprenticeship activities and projects in which the participants engage and whose end product demontrates their knowledge and understanding of the model's concepts. This study sought to ascertain from the participants' perspectives whether the model's mentoring approach is an effective means of fostering inclusiveness, based upon their own experiences in using it. The research utilized a qualitative approach and included data from field observations, individual and group interviews, and written accounts of participants' attitudes. Participants complete ICB projects utilizing the Ellison Model as a method of development and implementation. They generally perceive that the model is a viable tool for dealing with diversity issues whether at work, at school, or at home. The projects are also instructional in that whether participants are mentored or seve as apprentices, they gain useful skills and knowledge about their careers. Since the model is relatively new, there is ample room for research in a variety of areas including organizational studies to dertmine its effectiveness in combating problems related to various kinds of discrimination.