LEADER 05111oam 2200697I 450 001 9910786458403321 005 20230721034706.0 010 $a1-317-75703-3 010 $a1-315-79860-3 010 $a1-317-75704-1 024 7 $a10.4324/9781315798608 035 $a(CKB)3710000000111839 035 $a(EBL)1689033 035 $a(SSID)ssj0001194314 035 $a(PQKBManifestationID)12403232 035 $a(PQKBTitleCode)TC0001194314 035 $a(PQKBWorkID)11151450 035 $a(PQKB)10998072 035 $a(MiAaPQ)EBC1689033 035 $a(OCoLC)897457928 035 $a(EXLCZ)993710000000111839 100 $a20180706e20091992 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMulticultural relations on campus $ea personal growth approach /$fWoodrow M. Parker, James Archer, Jr., James E. Scott 210 1$aNew York :$cRoutledge,$d2009. 215 $a1 online resource (169 p.) 300 $aFirst published 1992 by Accelerated Development. 311 $a1-138-41507-3 311 $a1-55959-033-5 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright Page; DEDICATION; PREFACE; Table of Contents; LIST OF ACTIVITIES; LIST OF FIGURES; 1 INTRODUCTION; General Approach; Definitions; Training Model; General Goals; Using This Program (Information for Organizers and Facilitators); Activity 1-1 Journal Writing Activity; References; 2 PERSONAL AWARENESS: IDENTITY DEVELOPMENT AND MULITICULTURAL RELATIONS; Racial and Ethnic Identification: A Vehicle for Self-Understanding; Minority Identity Development Model; Stage One: Conformity; Stage Two: Dissonance; Stage Three: Resistance and Immersion; Stage Four: Introspection 327 $aStage Five: Synergetic Articulation and AwarenessWhite Racial Consciousness Model; Stage One: Contact; Stage Two: Disintegration; Stage Three: Reintegration; Stage Four: Pseudo-Independence; Stage Five: Autonomy; Gay and Lesbian Identity Development; Stage One: Identity Confusion; Stage Two: Identity Comparison; Stage Three: Identity Tolerance; Stage Four: Identity Acceptance; Stage Five: Identity Pride; Stage Six: Identity Synthesis; Summary; Activities; Activity 2-1 Minority Identity Development, White Racial Consciousness Development, and Gay and Lesbian Identity Development 327 $aActivity 2-2 Reflections of Minority, Majority, and Gay/Lesbian Students: A Look in the MirrorActivity 2-3 In Their Shoes; Activity 2-4 Exploring Racial/Cultural Identity Development: A Trip Back; Activity 2-5 Literary Sharing: A Vehicle for Multicultural Understanding; Activity 2-6 Exploring Our Racial/Cultural Identity Development; References; 3 STEREOTYPING; Background; Stereotyping Process; Ethnocentrism; Overcoming Stereotyping; Activity 3-1 Campus Stereotypes; Activity 3-2 Labels; Activity 3-3 Major Campus Stereotypes; Activity 3-4 Personal Stereotyping; Reference 327 $a4 EMPATHY AND AWARENESS OF CAMPUS MINORITIESAfrican-American Students; Jewish Students; Hispanic Students; Asian-American Students; Lesbian and Gay Students; Activities; Activity 4-1 Dear Abby; Activity 4-2 Childhood Messages; Activity 4-3 Pick Your Corner; References; 5 BECOMING A CULTURALLY EFFECTIVE PERSON: DEVELOPING SENSITIVITY; Inhibiting Forces; Cultural Values; Racial/Ethnic Identity Attitudes; Negative Perceptions and Experiences; Perceived Preferential Treatment; Homophobia; Facilitative Forces; Self-knowledge; Cultural Knowledge; Racial/Ethnic Security; Summary; Activities 327 $aActivity 5-1 Table of Significant Others (TOSO)Activity 5-2 Developing Culturally Sensitive Behavior; Activity 5-3 Doing the Right Thing; Activity 5-4 Intergroup Sharing of Cultural Knowledge; References; 6 MULTICULTURAL COMMUNICATION ON CAMPUS; Barriers; Assumed Similarities; Nonverbal Misinterpretations; Preconceptions and Stereotypes; Tendency to Evaluate; High Anxiety; Selected Reports from Students; Lack of Cultural Knowledge-Cultural Deficiency; Language; Stereotyping; Lack of Tolerance; Self-disclosure; Denial of Racism; Facilitating Multicultural Communication; Models of Communication 327 $aSender 330 $aFirst published in 1992. Routledge is an imprint of Taylor & Francis, an informa company. 606 $aMulticultural education$zUnited States 606 $aCross-cultural orientation$zUnited States 606 $aUniversities and colleges$zUnited States 606 $aActivity programs in education$zUnited States 615 0$aMulticultural education 615 0$aCross-cultural orientation 615 0$aUniversities and colleges 615 0$aActivity programs in education 676 $a370.19/6 676 $a370.196 700 $aParker$b Woodrow M.$01575679 701 $aArcher$b James$cJr.$01575680 701 $aScott$b James E.$cPh. D.$0148325 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786458403321 996 $aMulticultural relations on campus$93852806 997 $aUNINA LEADER 01929nam 22004813a 450 001 9910976777803321 005 20250705110030.0 010 $a9780472901944 010 $a047290194X 010 $a9780891480099 010 $a0891480099 010 $a9780472127986 010 $a0472127985 024 8 $ahttps://doi.org/10.3998/mpub.11903383 035 $a(CKB)37386239400041 035 $a(ScCtBLL)231b0ec7-78ac-4555-9171-76fa7c68468a 035 $a(ODN)ODN0006091192 035 $a(EXLCZ)9937386239400041 100 $a20250203i20202020 uu 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aLaw and Kingship in Thailand During the Reign of King Chulalongkorn$fDavid Engel 210 $d2020 210 1$a[s.l.] :$cUniversity of Michigan Press,$d2020. 215 $a1 online resource 225 1 $aMichigan Papers On South And Southeast Asia 330 $aThis essay originated in an attempt to bring together the study of law and Thai history in a description of the transformation of Thailand during the late nineteenth and early twentieth centuries as seen from a legal point of view. The resulting work is based for the most part upon those royal enactments from 1873 to 1910 which seemed most crucially to affect the executive, legislative, and judicial functions of the king and the rights of private citizens. 410 $aMichigan Papers On South And Southeast Asia 606 $aHistory / Asia / Southeast Asia$2bisacsh 606 $aHistory 615 7$aHistory / Asia / Southeast Asia 615 0$aHistory. 686 $aHIS000000$aHIS048000$2bisacsh 700 $aEngel$b David$0517296 801 0$bScCtBLL 801 1$bScCtBLL 906 $aBOOK 912 $a9910976777803321 996 $aLaw and Kingship in Thailand During the Reign of King Chulalongkorn$94321793 997 $aUNINA