Relevant bibliographies by topics / Cross-culture

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cross-culture'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Cross-culture"

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BROD, HARRY. "Cross-Culture, Cross-Gender." American Behavioral Scientist 31, no. 1 (September 1987): 5–11. http://dx.doi.org/10.1177/000276487031001002.

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Pavlicevic, Mercedes. "Culture, Cross-Culture and Multi-Culture." British Journal of Music Therapy 11, no. 2 (December 1997): 56. http://dx.doi.org/10.1177/135945759701100205.

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Nguyen, Lam D., Kuo-Hao Lee, Bahaudin G. Mujtaba, and Alexander Ruijs. "Cross-Culture Management." International Journal of Asian Business and Information Management 4, no. 4 (October 2013): 1–21. http://dx.doi.org/10.4018/ijabim.2013100101.

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Human capital plays an important role and acts as a strategic resource that helps firms achieve strategic competitiveness. In the global business context, understanding the expectations and behaviors of employees in different cultures is paramount for international and multicultural organizations to succeed. This paper examines the task and relationship orientations as well as the work overload stress perception of people in the low-context culture of the Netherlands and in the high-context culture of Vietnam. As a result of the analysis of 396 responses, some significant differences were found between the two samples. It appears that Vietnamese have significantly higher scores on task, relationship and stress orientations than Dutch respondents. While gender is a significant factor in task and relationship orientations, it did not demonstrate any differences in the stress perceptions of these respondents. In this paper, literature on Dutch and Vietnamese cultures is presented along with practical application, suggestions and implications for future studies.
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Ashraf, Haroon. "Cross-culture communication needed." Lancet 353, no. 9156 (March 1999): 910. http://dx.doi.org/10.1016/s0140-6736(05)75025-x.

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Kurkov, Andrey. "Culture in the cross hairs." Index on Censorship 51, no. 2 (July 2022): 64–66. http://dx.doi.org/10.1177/03064220221110771.

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Devi, K. Sunitha. "Pragmatism on Cross – Culture – Identity." IOSR Journal Of Humanities And Social Science 17, no. 4 (2013): 01–03. http://dx.doi.org/10.9790/0837-1740103.

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Chen, Dou. "A Cross-Cultural Analysis of Chinese Traditional Culture and American Culture Elements of the Movie of Guasha Treatment." International Journal of Languages, Literature and Linguistics 6, no. 1 (March 2020): 56–59. http://dx.doi.org/10.18178/ijlll.2020.6.1.250.

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Prodromou, L. "What culture? Which culture? Cross-cultural factors in language learning." ELT Journal 46, no. 1 (January 1, 1992): 39–50. http://dx.doi.org/10.1093/elt/46.1.39.

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Anum, Adelina, Sigit Apriyanto, and Yunika Triana. "Cross-culture Negotiation of Indonesian Students." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, no. 1 (April 12, 2022): 405–13. http://dx.doi.org/10.37680/scaffolding.v4i1.1382.

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Indonesian students studying both at home and abroad, especially those taking the political negotiation course, are very much interested, but they do not understand the many cultural factors that must be taken into account when negotiating with other people from different backgrounds. This study aims to provide an overview of the understanding of Indonesian students of negotiation in intercultural settings. This study presents a literature review with primary data on articles, magazines, reports, and theories. This study indicates that a good cross-cultural understanding can increase the percentage of success in the research negotiation process. Cultural barriers such as the lack of foreign language skills in communication, a sense of ethnocentrism, and prejudice can hinder the study negotiation process.
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장천. "Literary Mistranslation under Cross‐Culture Communication." Journal of Study on Language and Culture of Korea and China ll, no. 41 (June 2016): 199–225. http://dx.doi.org/10.16874/jslckc.2016..41.009.

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Dissertations / Theses on the topic "Cross-culture"

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Giblin, Christina K. "Bacterial cross talk in mixed culture." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7378.

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Thesis (M.S.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Chemical and Biomolecular Engineering. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Wang, Yu Sa. "Cross-border, cross-culture, cross social media-a study of immigrant youth in Macao." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3952600.

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Abbassi, Amir. "Culture and Anxiety: a Cross-Cultural Study." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279124/.

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By measuring interactions among and between anxiety and the independent variables of country of origin, gender, level of education, and age, this study attempted to gain insight into how students from different countries experience anxiety on a U.S. college campus. Results of the Multivariate Analysis of Variance (MANOVA) and the univariate test(ANOVA) indicated that the gender and level of education of the subjects made no significant difference. However, when it came to country of origin, there were significant differences between two of the cultural groups and respective anxiety level. Findings also support a positive correlation between age and anxiety levels, with the youngest participants having the lowest anxiety levels.
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HELOU, Sabine, and Timo VIITALA. "How Culture and Motivation Interacts? : - A Cross-Cultural Study." Thesis, Umeå University, Umeå School of Business, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1196.

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Motivating employees is essential for any organization aspiring to succeed. However, the process of motivating is not straightforward due to the diversity of individual’s needs. The task has been made even more difficult by the fact that personalized needs have altered in recent years. For instance, in many circumstances financial compensation is not considered as the main motivational factor of employees. Therefore, various other motivational practices have been developed, which take into consideration such issues as the work environment and the job itself.

This thesis is a comparative study between Sweden and Finland. The study has an objective of exploring how corporate culture affects the use of motivational practices in the Information Technology industry.

According to the findings gathered from two organizations, Sasken Finland Oy and SYSteam, culture does influence the choice of motivational practices. The issue of how culture affects, depends on whether corporate culture is task or person-oriented.

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Harris, Joseph. "Cross-dressing in seventeenth-century French literature and culture." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398507.

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Rossberg, Max A. E. (Max Alexander Ernst) Carleton University Dissertation Management Studies. "An examination of cross-national differences in organizational culture." Ottawa, 1989.

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Pavone, Mario <1993&gt. "Il ruolo dell'international manager nel contesto della cross-culture." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10651.

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La seguente tesi analizza e descrive, tramite la traduzione di tre articoli in lingua cinese ,il ruolo dell’international manager nel nuovo contesto culturale della globalizzazione e della cross-culture. Il primo articolo “跨文化与“和文化”： 中国企业海外项目管理新探” tratto dal “JOURNAL OF GUANGXI UNIVERSITY FOR NATIONALITIES” descrive la cross-culture, le sfide che ne derivano e il concetto cinese di “cultura dell’armonia”. Il secondo articolo “论职业经理人的基本素质及忠诚感的培养” ( Department of Business Administration, Hunan Business School), tratta approfonditamente la figura del manager. Le caratteristiche e le qualità che bisogna possedere dalla prospettiva dei proprietari delle imprese. Il terzo articolo “如何修炼职业经理人的 跨文化管理能力” (XiangTan University, Vocational and Technical College), entra nello specifico. Si tratta il ruolo del manager nella realtà interculturale, si analizzano cross-management capabilities e come acquisirle.
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Martalo, Camilla <1995&gt. "Chinese and Italian leadership styles: a cross-culture study." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18635.

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The main goal of this dissertation thesis is to individuate, define, and demonstrate the similarities between the Chinese and Italian culture. To reach this goal, the study focuses on the different styles of leadership existing in the two cultures, analyzing the specific situation of the small-medium enterprises in the secondary sector of the economy. These last factors have been examined because they represent a salient position in the labor market of both countries. A wide section is dedicated to the literature review. The research aims to identify and analyze the cardinal concepts and elements, such as culture, small and medium enterprises, and leadership, from an etymologic to a historical point of view. In this initial part, a few theories are traced. To demonstrate these hypotheses, statistical surveys have been performed. The method used is the questionnaire and it is defined and explained in the second part of the work. The original survey is written in English, but it has been translated into Italian and Chinese to help the interviewees to have a better understanding of it. It has been sent to various employees of SMEs working in the second sector in China and Italy. The questions are brief and straightforward, in order to collect information about the managing environment in the areas of interest and to have a clear understanding of the single point of view. The final part is dedicated to the analysis of the collected data and the conclusive interpretation.
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Bhaju, Jeshmin O'Leary Virginia E. "A cross-cultural comparison of emotional experience does culture matter? /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/BHAJU_JESHMIN_3.pdf.

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Liang, Ye. "Cross-Culture Research: Comparison between Chinese and American Art Education." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8126.

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Education systems in China and the United States are very different. Chinese educator Hong Wang compared the two education systems and came to a conclusion: Chinese education wins in the starting point, while American education wins in the end point (Cheng, 2014). Chinese students learn more things, take challenging courses, and do well in academic accomplishment. However, examination-oriented methods in the Chinese education system may kill students’ interest in learning. Even though Chinese students learned fast in the starting points, they failed in the terminal points as they lost their interest in learning (Chen, 2014). Many educators and scholars think of Chinese education as important for developing a foundation of skills and American education is viewed as more helpful in cultivating students’ creativity (Liu, 2014). This study will explore some of the differences between Chinese and American art education. The methodology for this study is qualitative case study research using data collected from both American and Chinese publications, from national and governmental organizations, and information gathered from surveys and interviews of Chinese art educators who have both education experiences in the United States and China. This research includes comparison and evaluation of the differences between curriculum, assessment, and class management in both Chinese and American art education systems. The result will contribute to providing valuable reference data for both Chinese and American art education systems, for art students and art educators.
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Books on the topic "Cross-culture"

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Sun, Yan. Yan Sun: Cross culture, cross century. Paris, TX: William and Elizabeth Hayden Museum of American Art, 2007.

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Thanh, Pham Thi Hong. Implementing Cross-Culture Pedagogies. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4451-91-8.

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Breese, Dave. Culture, Christianity & the Cross. Colton, Calif: World Prophetic Ministry, 1998.

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S, Larsen Knud, ed. Cross-cultural psychology: Why culture matters. Charlotte, N.C: Information Age Publishing, Inc., 2013.

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Rau, Pei-Luen Patrick, ed. Cross-Cultural Design. Culture and Society. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22580-3.

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Sweetnam, Denise L. Kurdish culture: A cross-cultural guide. 2nd ed. Bonn: Verlag für Kultur und Wissenschaft, 2004.

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Sweetnam, Denise L. Kurdish culture: A cross-cultural guide. Bonn: Verlag für Kultur und Wissenschaft, 1994.

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Tomoko, Hamada, and Jordan Ann, eds. Cross-cultural management and organizational culture. Williamsburg, Va: Dept. of Anthropology, College of William and Mary, 1990.

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Moir, Lillian M. Cross culture: A collection of global sermons. [Place of publication not identified]: [S, n], 1994.

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Takov, Peter, and Mbih J. Tosam. Philosophy in culture: A cross-cultural perspective. Mankon, Bamenda, Cameroon: Langaa Research & Publishing CIG, 2016.

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Book chapters on the topic "Cross-culture"

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Langer, Kathrin, and Christine Demmer. "Cross-Culture." In ALLES was Sie schon immer über Kommunikation wissen wollten, 34–39. Wiesbaden: Gabler Verlag, 1994. http://dx.doi.org/10.1007/978-3-322-89865-4_4.

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Thanh, Pham Thi Hong. "Introduction and Research Overview." In Implementing Cross-Culture Pedagogies, 1–9. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-91-8_1.

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Thanh, Pham Thi Hong. "Cooperative Learning in Comparison with the Teacher-Centredness." In Implementing Cross-Culture Pedagogies, 11–27. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-91-8_2.

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Thanh, Pham Thi Hong. "Cooperative Learning in CHC Countries." In Implementing Cross-Culture Pedagogies, 29–50. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-91-8_3.

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Thanh, Pham Thi Hong. "An Applied Theoretical Framework to Implement Cooperative Learning in CHC Countries." In Implementing Cross-Culture Pedagogies, 51–63. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-91-8_4.

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Thanh, Pham Thi Hong. "Teaching Practices at CHC Education Institutions: A Hidden Challenge and Techniques to Enhance Cooperative Learning." In Implementing Cross-Culture Pedagogies, 65–102. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-91-8_5.

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Thanh, Pham Thi Hong. "Assessment at CHC Education Institutions: Problems and Strategies to Enhance Cooperative Learning." In Implementing Cross-Culture Pedagogies, 103–23. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-91-8_6.

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Thanh, Pham Thi Hong. "Learning Culture of CHC Students: Its Support and Challenge to Cooperative Learning." In Implementing Cross-Culture Pedagogies, 125–53. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-91-8_7.

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Thanh, Pham Thi Hong. "Structural Constraints at CHC Education Institutions: Barriers Hindering Cooperative Learning and Strategies to Overcome." In Implementing Cross-Culture Pedagogies, 155–71. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-91-8_8.

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Thanh, Pham Thi Hong. "Conclusion: Reflection and Integration." In Implementing Cross-Culture Pedagogies, 173–91. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-91-8_9.

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Conference papers on the topic "Cross-culture"

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Gergle, Darren. "Session details: Cross culture CMC." In CHI '09: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2009. http://dx.doi.org/10.1145/3256958.

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Uçak, Olcay. "Towards a Single Culture in Cross-Cultural Communication: Digital Culture." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.007.

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Culture is a multifaceted, complex process which consists of knowledge, art, morals, customs, skills and habits. Based on this point of view of Tylor, we can say that the culture is the human in the society, his learning styles and the technical or artistic products that originate from these learning styles, in other words, the content. In antropology it is argued that when the concept of culture is considered as a component in a social system, the combination of the social and cultural areas form the socio-cultural system. Approaches that handle culture within the socio-cultural system are functionalism (Malinowski), structural-functionalism (Radliffe-Brown), historical-extensionist (Kluckhohn, Krober), environmental adaptive (White), while the approaches that treat culture as a system of thought are cognitive (Goodenough), structural (Levi Strauss) and symbolic (Geertz) approaches. In addition to these approaches that evaluate cultures specific to communities, another definition is made according to the learning time: Margeret Mead, Cofigurative Culture. In order to evaluate today’s societies in terms of culture, we are observing a new culture which has cofigurative features under the influence of convergent technologies (mobile, cloud technology, robots, virtual reality): Digital Culture. This study aims to discuss the characteristics of the digital culture, which is observed after the theoretic approaches that define different cultures in cross-cultural communication (Hofstede’s Cultural Dimension and Cofigurative Culture) and called as network society by Manual Castells and accelerated during the Covid19 pandemic, in other words the common communication culture. Common cultural features will be studied through methods of semiology and text analysis upon digital contents which are starting to take hold of cross-cultural communication, a comparison between cross-cultural communication and communicative ecology will be made, the alteration in the cultural features of the society will be examined via visual and written findings obtained.
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Nguyen, Duyen T., and Susan R. Fussell. "Retrospective analysis of cross-culture communication." In the 3rd international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1841853.1841889.

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Li, Xiaorong, and Qing Zhang. "On Cross - culture Management of Enterprises." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.139.

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Janz, Brian. "Session details: Culture and cross-country comparisons." In SIGMIS-CPR '10: 2010 Computer Personnel Research Conference. New York, NY, USA: ACM, 2010. http://dx.doi.org/10.1145/3252617.

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Peng, Xiaojuan. "Intelligent Evaluation System for Cross-culture Communications Competence." In Proceedings of the 2018 International Symposium on Humanities and Social Sciences, Management and Education Engineering (HSSMEE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/hssmee-18.2018.47.

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He, Jun, Penghao Rao, Siming Cao, Bo Sun, Lejun Yu, Huanqing Yan, and Yongkang Xiao. "Cross-culture Continuous Emotion Recognition with Multimodal Features." In ICCPR '19: 2019 8th International Conference on Computing and Pattern Recognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3373509.3373515.

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Fan, Xinlei. "The Influence of Cross Culture on Drama Adaptation." In 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210609.085.

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Feng, Yuhui, Menlan Qiu, Yan Li, and Haiyang Yang. "Cross-Culture Business Communication by Emoji in GMS." In 2016 1st International Symposium on Business Cooperation and Development. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isbcd-16.2016.38.

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Liang, Jingjun, Shizhe Chen, Jinming Zhao, Qin Jin, Haibo Liu, and Li Lu. "Cross-culture Multimodal Emotion Recognition with Adversarial Learning." In ICASSP 2019 - 2019 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2019. http://dx.doi.org/10.1109/icassp.2019.8683725.

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Reports on the topic "Cross-culture"

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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.
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Leung, Diana. A Call for Context (in Cell Culture). New Science, September 2022. http://dx.doi.org/10.56416/021uwn.

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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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Zhao, Qing, and Lili Zhou. Culture, sex, and their combined impact on self-report empathy—Meta-analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0172.

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Condition being studied: The current meta-analysis covers empirical investigations of self-report empathy (evaluated using the EQ and the IRI scales) based on different populations. Studies with general populations and physical/mental clinical populations were included. Both cross-cultural and non-cross-cultural studies (studies based on a single cultural background) were considered. Eligibility criteria: We restricted our current meta-analysis to studies that satisfied all of the following criteria: (1) studies evaluated participants’ self-report empathy using the EQ or the IRI; (2) studies reported the EQ and IRI version (i.e., scale item number and language); (3) studies reported the EQ and IRI total or subscale scores (e.g., mean and SD) based on the overall sample or both sex groups separately. (4) studies reported participants’ cultural backgrounds (e.g., country of origin, nationality, ethnicity, and language).
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Arora, Sanjana, and Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.

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This report is part of a larger cross-country comparative project and constitutes an account and analysis of the measures comprising the Norwegian national response to the COVID-19 pandemic during the year of 2020. This time period is interesting in that mitigation efforts were predominantly of a non-medical nature. Mass vaccinations were in Norway conducted in early 2021. With one of the lowest mortality rates in Europe and relatively lower economic repercussions compared to its Nordic neighbours, the Norwegian case stands unique (OECD, 2021: Eurostat 2021; Statista, 2022). This report presents a summary of Norwegian response to the COVID-19 pandemic by taking into account its governance, political administration and societal context. In doing so, it highlights the key features of the Nordic governance model and the mitigation measures that attributed to its success, as well as some facets of Norway’s under-preparedness. Norway’s relative isolation in Northern Europe coupled with low population density gave it a geographical advantage in ensuring a slower spread of the virus. However, the spread of infection was also uneven, which meant that infection rates were concentrated more in some areas than in others. On the fiscal front, the affluence of Norway is linked to its petroleum industry and the related Norwegian Sovereign Wealth Fund. Both were affected by the pandemic, reflected through a reduction in the country’s annual GDP (SSB, 2022). The Nordic model of extensive welfare services, economic measures, a strong healthcare system with goals of equity and a high trust society, indeed ensured a strong shield against the impact of the COVID-19 pandemic. Yet, the consequences of the pandemic were uneven with unemployment especially high among those with low education and/or in low-income professions, as well as among immigrants (NOU, 2022:5). The social and psychological effects were also uneven, with children and elderly being left particularly vulnerable (Christensen, 2021). Further, the pandemic also at times led to unprecedented pressure on some intensive care units (OECD, 2021). Central to handling the COVID-19 pandemic in Norway were the three national executive authorities: the Ministry of Health and Care services, the National directorate of health and the Norwegian Institute of Public Health. With regard to political-administrative functions, the principle of subsidiarity (decentralisation) and responsibility meant that local governments had a high degree of autonomy in implementing infection control measures. Risk communication was thus also relatively decentralised, depending on the local outbreak situations. While decentralisation likely gave flexibility, ability to improvise in a crisis and utilise the municipalities’ knowledge of local contexts, it also brought forward challenges of coordination between the national and municipal level. Lack of training, infection control and protection equipment thereby prevailed in several municipalities. Although in effect for limited periods of time, the Corona Act, which allowed for fairly severe restrictions, received mixed responses in the public sphere. Critical perceptions towards the Corona Act were not seen as a surprise, considering that Norwegian society has traditionally relied on its ‘dugnadskultur’ – a culture of voluntary contributions in the spirit of solidarity. Government representatives at the frontline of communication were also open about the degree of uncertainty coupled with considerable potential for great societal damage. Overall, the mitigation policy in Norway was successful in keeping the overall infection rates and mortality low, albeit with a few societal and political-administrative challenges. The case of Norway is thus indeed exemplary with regard to its effective mitigation measures and strong government support to mitigate the impact of those measures. However, it also goes to show how a country with good crisis preparedness systems, governance and a comprehensive welfare system was also left somewhat underprepared by the devastating consequences of the pandemic.
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