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px4, -1, rpim and sacin1 (Anderson. 1998; !MWa & Barman.
199S). Coyhin (1997) maeethemouion ba(wsen the use ofthe Mued circle
intsachingabouctheW@andinEmsbmthee@htmof
dadopmm yaltw Bird (1990) wed the madii -1 as an analogy to the
pf&m Mng pmcaas. Pepper & Harm (1991) uaed the &ne wbl to
explain lhe inlu-rslltsdneu~ and the dwelopna of a child's saKeslssrn as parl
ofthelifeqcb.
Calm (199.9) used the four dimdims ofthe Wi-mel to illusIra@ the
dmbpmnf of bing md ~e shtilaritiar and d i i bawaan hm, human
gmup: First Hafiom and non-First NaIWs. Tha North represcmnr mgn4Iiv-e
realm, rapmentalion Mi the South is the emofanal mh, belwginglnot
belonging. Rw, Eastnmm- he spirihlsl realm, autmomywith out
a m m and he hWm diredh is tha physical realm, snMlemenVM
entitlanerd. WhL the sacrad cirele has besn pmmW as a Mi& teaching
mu24 (Andaraon, 1990). 1 has yst to be applied to sludsnt MNicas, and rnm
smiRwlly, Aboripinal sludentwnica in a Pamalired mannx.
Marlin (1994) found sMeM aervica fa- mimrity studma (i.8.. lhfy
wnica) wero MI met unlil l i i s percepths of meir needs were he same.
Therslbro, the aMant asrvice pfesskmnars pafapions of nad are a crilical
factor in shahsping student affairs and aarvicad response to Aboriginal sWmNs.
hence the@ inehgiDn in his Itudy.
Similarto Sandsen's (1991) ofa @ chiiswarn alaim