Dissertations / Theses: 'Cultural settings'

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Ruiz, Lozano Dolores. "Patients' empowerment through cultural mediators in healthcare settings." Thesis, Heriot-Watt University, 2015. http://hdl.handle.net/10399/3225.

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The purpose of the present dissertation has been to provide insights into the role of cultural mediators in enhancing patients’ empowerment medical encounters. Specific attention was paid to relations of power between mediators and heath staff understood in terms of the attribution of value to resources of knowledge. The research takes a linguistic ethnographic approach to examining mediation within healthcare settings. Data-gathering techniques included recorded mediated interactions, interviews with healthcare staff and mediators, observations, analysis of hospital documents and visual material. Findings show that mediators have a considerable impact on patients’ empowerment. The data seems to confirm that mediators empower migrant patients in those cases when patients seek information and express concerns. Nevertheless, the research demonstrated that mediators prevent patients’ participation and maintain the status quo of the healthcare system when patients make decisions and express refusals. The findings demonstrate the need to implement training programmes for both healthcare providers and mediators to become more aware of their role of coordinators in the interaction. Additionally, there is a need for heath staff to attribute a higher value to mediators’ cultural capital and the need for healthcare institutions to recognise mediators as a professional group.

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Tran, David. "Multicultural project settings : Perceived challenges." Thesis, Karlstads universitet, Handelshögskolan (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84580.

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The number of culturally diverse project teams has increased significantly over the years, as internationalization within organizations become more common. Individuals are more interconnected than ever, due to increased cultural exchange. The increased globalization also has created many challenges, such as streamlining multinational organizations, management and communication in multicultural settings. Furthermore, there has been studies showing that culturally diverse project teams have both a positive and negative impact on projects. The purpose of this study is to contribute to a deeper understanding of perceived challenges in multicultural project settings. In order to get a deeper understanding of the challenges, the study will address the perceived impacts of cultural differences in regard to the project member, as well as the challenges project members encounters and how these are managed. The author found that the cultural differences were noticeable when adapting to a new culture but faded as the respondents adjusted and became more like the individuals in the new culture. The challenges most of the respondents faced not speaking the language, not being used to the language and surrounded by different accents, which originated from language barriers. There was no universal solution to these challenges, instead, respondents dealt with it their own way or with the help of guidance from organizations. The study was done by conducting semi-structured interviews with a qualitive method to ensure extensive data. There were ten interviews in total, with individuals from different backgrounds and cultures around the world.

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Repoux, Charles. "Leading change management projects in international cross-cultural settings." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90735.

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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 71-73).
In an increasingly complex world for Multinational Companies, it is difficult for managers to keep a firm grasp over the global projects they are tasked to implement. Many of them lead teams operating across country borders, creating a need to increasingly take diverse national cultures into account in their operations. This extra dimension of International culture adds a layer of complexity that has been well studied in the past, though never in the context of Change Projects. This paper aims to look at how national cultural considerations should factor in when implementing discreet change projects in an organization. The paper first lays out the historic work that has been carried out in cross-cultural organization research, to create a foundation for the definitions related to national culture. Then, using Kotter's widely used framework for "Leading Change", it examines how assumptions were initially built into the theory, and how cultural considerations can help to rectify implementation of this framework. Finally, the paper takes a look at how two comparable alliances - between Nissan and Renault and between Mitsubishi Motors Company and Daimler Chrysler - used distinct approaches to cultural understanding in the context of the Kotter framework. This paper reveals that in the case of the Renault-Nissan alliance, executives were sensitive to the Japanese culture and were successful at leveraging certain of its aspects to turn the company around. In the contrasting case, executives imposed Daimler Chrysler's management principles to lead the turnaround. They disregarded many aspects such as the need for teamwork and reverence of hierarchy in the Japanese culture, and failed to generate buy-in from their counterparts. Thanks to this analysis this paper concludes that National culture is a key element to take into account when implementing Change Projects across borders. In addition, this case comparison does show that it is not only possible to manage National cultural differences, but it is far more exciting and rewarding to leverage them. Although this is not a radical
by Charles Repoux.
S.M. in Management Studies

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Oman, Natalie Benva. "Sharing horizons : a paradigm for political accommodation in intercultural settings." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35035.

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This dissertation examines the issue of intercultural understanding. I explore the role played by language in constituting human subjectivity in accordance with the common insights of Ludwig Wittgenstein, Martin Heidegger, and Mikhail Mikhailovich Bakhtin, in order to: (1) affirm the complexity and fragility of the process of building understanding in fight of our immersion in specific cultural-linguistic worldviews; and (2) demonstrate that human beings are ontologically predisposed to achieve understanding, and that this ontological predisposition is enhanced by a constant and inescapable process of crossing "language boundaries" in daily life. I argue that the very manner of human induction into cultural-linguistic worldviews suggests the means by which intercultural understanding might best be fostered: through the bestowal of recognition and the cultivation of dialogical relationships.
I assemble key elements of an assortment of different theories of intercultural understanding in which these techniques are assigned a central role; this exercise generates a Wittgensteinian "perspicuous representation" of the process of crafting intercultural understanding itself, and reveals the unique strengths of two convergent approaches in particular. Both the contemporary reinterpretation of the traditional ideal of intercultural understanding of the Gitxsan and Wet'suwet'en First Nations of northwestern British Columbia, and the recent writings of Charles Taylor on the subject of international human rights standards comprise variations of what I call the "shared horizons" paradigm. The great advantages of this paradigm are its ability to address the distortive effect exercised by power inequalities upon efforts to create intercultural understanding (demonstrated through a case study of the Gitzsan-Wet'suwet'en land claim), and its amenableness to a variety of distinct culture-specific normative justifications. The shared horizons approach does not offer a blueprint for achieving intercultural understanding, but rather, a modest and adaptable set of principles that can serve as the foundation for efforts to work toward the resolution of intercultural disagreements.

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Wind, Steven. "Towards healing the trauma of torture in Buddhist settings." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278732.

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Trauma resulting from torture and other forms of organized violence has been recognized as a growing international public health problem. International NGOs have responded to this problem by initiating anti-torture information campaigns and by establishing collaborative torture rehabilitation and community mental health programs in more than 120 communities in refugee resettlement countries as well as in countries recovering from war-related violence and gross human rights violations. These programs have faced the challenge of recognizing and integrating the non-Western ethnomedical and ethnopsychiatric beliefs of the populations being served into programs founded on Western medical epistemology. The appropriateness of applying in such settings Western diagnostic criteria such as post-traumatic stress disorder has been called into question. Buddhist beliefs further problematize the idea of culturally sensitive treatment. This paper examines torture rehabilitation programs working with Khmer and Tibetan populations with particular attention to the potential contribution of indigenous healing modalities and religious beliefs and practices.

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Adonu, Joseph Kordzo. "Psychosocial predictors of marital satisfaction in British and Ghanaian cultural settings." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/3977.

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This thesis seeks to shed light on the cultural construction of marriage and the relative psychosocial predictors of marital satisfaction across British and Ghanaian settings. The main argument is that, Britain and Ghana stand apart in socio-cultural standing: Britain is a developed Western European country whereas Ghana is a developing West African Country. Consequently local realities and social constructions would differ across these two settings and engender different constructions and experience of marriage. The project examined the relative contributions of self-construal, self-disclosure, material support, relationship beliefs, marriage role expectation and demographic variables to marital satisfaction among British and Ghanaian married couples. These objectives were pursued through the implementation of quantitative (n=400) and qualitative (n=117) paradigms in studies of couples from London and Accra. Various multivariate analytic strategies were employed to test hypotheses about differential constructions of marriage and the predictors of marital satisfaction across the two contexts. As hypothesized, responses of British couples suggested constructions of marriage that resonate with individualist patterns (e.g., less emphasis on "traditional" marital roles), and responses of Ghanaian couples suggested constructions of marriage that resonate with collectivist patterns (e.g., relative emphasis on instrumental support). Additional analyses revealed the hypothesized role of cultural grounding indicators in mediating the relationship between predictors and marital satisfaction. Specifically, interdependent self-construal mediated the relationship between material support and satisfaction, but independent self-construal mediated the relationship between self-disclosure and marital satisfaction. Qualitative analyses of the interview data aid in the interpretation of these results. The expected and counterintuitive findings that emerged are discussed against the backdrop of individualism-collectivism descriptions of prevalent cultural patterns that implicitly and explicitly shape and determine personal relationship behaviour. Implications of the findings as well as recommendations for future studies of marriage across cultural settings are offered.

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McIntyre, Nora Ann. "Teach at first sight : expert teacher gaze across two cultural settings." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15408/.

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Teacher gaze is central to learning, yet research in this area has been limited to Western and laboratory settings. Moreover, within these contexts, only attentional (i.e., information-seeking) gaze has been investigated so far. The research presented in this thesis aimed to extend existing literature by identifying culture-specific (UK and Hong Kong) patterns of expert teacher gaze in real-world classrooms, and going beyond attentional gaze to communicative (i.e., information-giving) gaze. Participants were n= 40 secondary school teachers with 20 (10 expert; 10 novice) from the UK and 20 (10 expert; 10 novice) from Hong Kong. All consented to wearing eye tracking glasses while teaching a class. Gaze proportion, duration, efficiency, flexibility and sequences were measured and analysed. The strategic consistency of the way in which teachers used gaze was also assessed, as was the relationship between measures of gaze and teachers’ interpersonal behaviour. In both cultures, expertise in teaching was demonstrated by giving students priority, that is, higher proportions and longer durations of teacher gaze directed towards students. Gaze flexibility was also a sign of expertise in both cultures, as was strategic consistency. Cultural differences also emerged in what constituted expert teacher gaze. Expertise specific to the UK was shown through teachers looking less at teacher materials and through strategic consistency. Expertise specific to Hong Kong was shown through looking less at non-instructional non-student targets and by gaze flexibility. Teacher interpersonal style (i.e., agency × communion) and teacher agency increased as non-student attentional gaze decreased and as non-student communicative gaze increased; and teacher communion was significantly related to attentional but not communicative gaze.

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Cheban, Yuliya Mikhaylovna. "The Impact of Cultural Resilience on Affect and Performance in Organizational Settings." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978000.

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Examining cultural differences in resilience among workers and how these differences are related to satisfaction and performance at work is a vital research area that may provide insights into the United States’ steadily diversifying workforce. Specifically, there has been limited research on cultural differences in the workplace and its impact on affect and performance. This study investigated the impact that cultural resilience has on an individual’s job satisfaction and work performance. Moderation analyses using cultural resilience were conducted to test the impact that minority status, immigration status, and stress have on job satisfaction and performance. Results of this study indicated a significant interaction between cultural resilience and stress on an employee’s job satisfaction. Although minority and immigrant status significantly contributed to an individual’s cultural resilience, there was no significant interaction between cultural resilience and group status on an employee’s job performance. This study highlights the importance of examining the perspective of cultural minorities in workplace settings and has implications on workplace dynamics.

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Berger, Ulrich. "Co-action equilibrium fails to predict choices in mixed-strategy settings." SpringerNature, 2018. http://dx.doi.org/10.1038/s41598-017-19085-0.

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Social projection is the tendency to project one's own characteristics onto others. This phenomenon can potentially explain cooperation in prisoner's dilemma experiments and other social dilemmas. The social projection hypothesis has recently been formalized for symmetric games as co-action equilibrium and for general games as consistent evidential equilibrium. These concepts have been proposed to predict choice behavior in experimental one-shot games. We test the predictions of the co-action equilibrium concept in a simple binary minimizer game experiment. We find no evidence of social projection.

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Ambrosino, Audrey M. "Adult Learning in Nonformal Settings: Cultural Festivals as Spaces for Socially Situated Cognition." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-03172009-125648/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. Ann Cale Kruger, committee chair ; Susan C. McClendon, Miles A. Irving, Karen M. Zabrucky, committee members. Electronic text (126 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 7, 2009. Includes bibliographical references (p. 119-121).

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KRESTELICA, Dragana, and dkrestel@student ecu edu au. "AN EXPLORATORY CROSS-CULTURAL INVESTIGATION OF THE ORGANISATIONAL STRATEGIES EMPLOYED TO PREVENT AND AMELIORATE WORKPLACE BULLYING IN UNIVERSITY SETTINGS." Edith Cowan University. Business And Law: School Of Management, 2005. http://adt.ecu.edu.au/adt-public/adt-ECU2007.0004.html.

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Workplaces abound in conflict. Individuals within organisations are therefore vulnerable to a wide range of intimidating interactional tactics. These tactics can have an extremely negative impact upon individual workers and upon subsequent organisational performance. Consequentially, the diverse forms of organisational social harassment, and specifically bullying, place a large financial burden upon both organisations and nations. Therefore, the identification of strategies used to prevent and ameliorate workplace bullying and an examination that highlights their comparative success or failure is of great importance for all employers, employees and government. This study focuses upon those strategies used to prevent and ameliorate such workplace bullying and investigates their impact.

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Sharp, Christopher John. "Cultural Ecosystem Services as a Framework for Evaluating Wilderness Values in Public Land Settings." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301660.

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The Wilderness Act of 1964 states the purpose of the National Wilderness Preservation System is "to secure for the American people of present and future generations the benefits of an enduring resource of wilderness." But, how to accomplish this mandate is a complex task. The application of the Ecosystem Services model is ideal for facilitating the complex duel goals of securing benefits and preserving wilderness resources. Ecosystem Services directly addresses benefits derived from a landscape, even if the specifics of the benefits change over time. This dissertation employs Ecosystem Services as a framework to provide a more complete understanding of wilderness values. In three separate studies conducted in wilderness areas in Southern Arizona, (Assessing Border-Related Human Impacts at Organ Pipe Cactus National Monument, Linking Visitor Flows and Patterns of Use with General Management Planning in Saguaro National Park and Monitoring and Estimating Visitor Use at the Madrona Ranger Station and Surrounding Landscape) elements of Cultural Ecosystem Services (CES) are illuminated.I found that the more holistic epistemology of Ecosystem Services allowed for the inclusion of better scientific data in the management process. The inclusion of quantitative, repeatable, defensible studies of user behavior in wildlands allows for dynamic management options that are rooted in real conditions (mutable, undesirable or unique). Specifically Cultural Ecosystem Services address the value and significance of the unique landscape of wilderness. Previous models for wildland management sought specific metrics of carrying capacity to limit use and control impact. Ecosystem Services combines diverse scientific fields to provide real understanding of the landscape. The addition of ES to manager's decision processes allows for better understanding of real conditions.

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Majkovic, Anna-Lena. "Making minority voices heard : benefits of highlighting social and cultural diversity in negotiation settings." Thesis, University of Kent, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587564.

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Diversity experiences have been shown to exhibit a positive impact on group performance. This thesis investigates whether it is possible to prime such experiences, and in so doing indirectly yield benefits associated with greater attention to minority perspectives in negotiation settings. In eight studies, an itervention was developed, implemented and refined which aimed to create a more cognitively flexible mindset, greater readiness for cooperation and innovation, and a particulur focus on minority perspectives

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Mac, Gabhann Kevin. "Managing ethno-cultural differences in healthcare service delivery in hospital settings : the Irish experience." Phd thesis, Université de Strasbourg, 2012. http://tel.archives-ouvertes.fr/tel-00983562.

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Europe in the 21st century is a continent of cultural and ethnic diversity. Recent enlargement of the European Union to 27 states, constant flows of free trade and the migration of people have resulted in an increasingly diverse Europe. National health systems face the challenge of accommodating the cultural diversity of healthcare providers and service users. The Irish health system is an example of a national health system which has attempted to implement adequate planning and delivery of care and support services, encompassing the needs of minority ethnic communities (MECs) in a new and rapidly changing multicultural Ireland.This research focuses on the challenges of recent multiculturalism in Ireland and describes the Irish health sector's process in the construction of the Whole Organisation Approach (WOA) as the framework for Irish hospitals to respond to the management of diversity and the provision of culturally sensitive healthcare service delivery to members of MECs.The aim of the research is to investigate how six hospitals have implemented the Whole Organisation Approach as recommended in the Irish Health Services Executive's National Intercultural Health Strategy 2007-2012. Research findings indicate to what extent the Irish strategy has been implemented in each hospital and outline factors that promote and impede successful implementation at a hospital level and analyses how each of the three strands, i.e. organisational ethos, workplace environment and service elements necessary to support intercultural training, of the WOA have been implemented across the 6 hospitals.

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Bisson, Albert. "A study of Ruth 4:1-12 within its legal, cultural, and theological settings." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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Minni, Ansip. "Perception of leadership and delegation in academia in different cultural settings: Pakistan vs. Sweden." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36954.

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Tian, Xiaoling. "Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/470.

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This study explored preschool teachers' perspectives on caring relationships and their perceptions of how such relationships affect children's autonomy and motivation in preschool in two cultural settings: one city in China and another in the U.S. Data was collected from preschool teachers in both locations using a qualitative interviewing research strategy. The study found that consensus exists among preschool teachers from the two cities about the importance of caring relationships, in which trust, acceptance, equality, and mutual respect were viewed as these relationships' primary characteristics. There were also shared values regarding teachers' roles and their effective strategies for establishing social skills and caring and sharing among children. Nevertheless, some underlying assumptions about caring, especially teachers' understandings of autonomy and motivation, differed somewhat in relation to the social, cultural, philosophical, or practical influences in the two cultural contexts. The results of the study provide opportunities for early childhood teachers and teacher educators in both contexts to reflect on their own assumptions about these values, as well as insights for preparing caring teachers in both cultural settings.

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Tucker, Jasmin. "Accommodating multiple perspectives on reality within western academic settings : some postmodern considerations." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23741.

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Contained within the parameters of postmodern thought, particularly feminist critical perspectives on western epistemology, this thesis proceeds from the following arguments: that knowledge is political: that it possesses a reflexive and dialectical nature and that it is based upon interpretations of reality which are in potential, indeterminate in range. Within these boundaries, knowledge is viewed as a phenomenon subject to influence from social power structures. And western culture is observed to breed situations of epistemological inequality where knowers may become unjustly privileged or oppressed.
Focusing on arguments expounded by Lorraine Code, Patti Lather and Catherine Walsh, this thesis aims to explore how western culture may be observed to impose on consciousness and thereby lead to restriction of interpretive outcomes. Following this line of reasoning, the goal of this thesis is to consider how applications in deconstructionism may be used to emancipate the position of the oppressed knower.

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Okewole, I. A. A. "Human behaviour settings : A comparative analysis of adaptation of residential environments in Ibadan, Nigeria." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383236.

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Kerber, Mary. "Towards a spirituality of mission for school sisters of Notre Dame in cross-cultural settings." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Donnan, Gemma Louise Jean. "An investigation of cultural variations in emotion experience, regulation and expression in two Scottish settings." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=234053.

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Individuals from Aberdeen/Aberdeenshire and Glasgow/Greater Glasgow have anecdotally been thought to differ in their expression of emotion with the former group being thought to be less emotionally expressive that the latter. The current thesis carried out three studies to empirically examine this. A systematic review of measures of emotion experience, regulation, expression and alexithymia was carried out to establish their psychometric properties. The results of the review lead to recommendations for which scales to use within future studies of the thesis. The second study used measures of emotion experience (Positive Affect Negative Affect Schedule), emotion regulation (Emotion Regulation Questionnaire) and alexithymia (Toronto Alexithymia Scale-20), identified within the review, in samples of adults from Aberdeen/Aberdeenshire and Glasgow/Greater Glasgow. A multiple indicators multiple causes model was used to examine group differences in response to these measures, this method allowed examination of differences on factor means and individual indicator items on the scales. It was found that Aberdeen/Aberdeenshire participants demonstrated a higher factor mean on the Negative Affect (NA) factor of the PANAS; the Aberdeen/Aberdeenshire participants also endorsed an individual item on the ERQ (Item 5) and the TAS-20 (Item 1) more than the Glasgow/Greater Glasgow participants. Finally, a qualitative study was carried out in which participants from each group recalled events related to six emotions. In describing events related to fear, anger and sadness, Aberdeen/Aberdeenshire participants tended to use positive statements that downplayed events related to these emotions, while the Glasgow/Greater Glasgow participants tended to use 'catastrophic' statements when describing events related to the same emotions. This may indicate differing cultural models between these populations.

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Farkas, John. "Comparison of international college students in various life settings and their perceived social and cultural adjustment /." Click here to download free PDF copy through Current Research database, 2005. http://0-wwwlib.umi.com.library.dowling.edu/cr/dowling/fullcit?p3200174.

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Mhic, Aoidh Eibhlin Mary. "Teachers' classroom assessment practices in Irish-medium early years foundation stage settings : a socio-cultural analysis." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602589.

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This study explores assessment in foundation stage (ages 4-6) Irish-medium [IM] primary schools in the north of Ireland. In IM education, pupils are immersed in and educated through Irish, which is for most not the home language. The study is an investigation of assessment practices in a sample of IM schools and units, with a focus on participants' perspectives in four case study IM settings through the narratives of teachers, classroom assistants and pupils and complemented by interviews with principals. The study investigates whether there are additional issues related to assessment in IM early years settings, if assessment practices can be improved and if so how. Research methods are interpretive and the research is embedded in a socio-cultural framework. Data are analysed using Rogoffs planes of analysis (1996) and Lave's work on arenas and settings (1988). The data highlight the interactive nature of early years IM assessment and the value of teacher observation but also the paucity of appropriate assessment tools for foundation stage 1M pupils compared to those available in English. Participants recommended age-appropriate assessment tools, a framework for Irish language development and professional development opportunities for collaboration and sharing of good practice among IM teachers. The socio-cultural analysis illuminated dilemmas experienced by teachers believing in the richness of observation-based assessment whilst working in an arena which privileges numerical data. The study cautions against the practice of assessing pupils educated through the medium of Irish by tools designed and normed for monolingual pupils.

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Fry, Margaret. "Triage Nursing Practice in Australian Emergency Departments 2002-2004: An Ethnography." University of Sydney, 2004. http://hdl.handle.net/2123/701.

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This ethnographic study provides insight and understanding, which is needed to educate and support the Triage Nursing role in Australian Emergency Departments (EDs). The triage role has emerged to address issues in providing efficient emergency care. However, Triage Nurses and educators have found the role challenging and not well understood. Method: Sampling was done first by developing a profile of 900 nurses who undertake the triage role in 50 NSW EDs through survey techniques. Purposive sampling was then done with data collected from participant observation in four metropolitan EDs (Level 4 and 6), observations and interviews with 10 Triage Nurses and the maintenance of a record of secondary data sources. Analysis used standard content and thematic analysis techniques. Findings: An ED culture is reflected in a standard geography of care and embedded beliefs and rituals that sustain a cadence of care. Triage Nurses to accomplish their role and maintain this rhythm of care used three processes: gatekeeping, timekeeping and decision-making. When patient overcrowding occurred the three processes enabled Triage Nurses to implement a range of practices to restore the cadence of care to which they were culturally oriented. Conclusion: The findings provide a framework that offers new ways of considering triage nursing practice, educational programs, policy development and future research.

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Stark, Jamie Francis. "Industrial illness in cultural context : La maladie de Bradford in local, national and global settings, 1878-1919." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582136.

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Writing about charbon (anthrax) in 1898, the French bacteriologist Albert Besson referred to the disease by another name: la maladie de Bradford. The anthrax bacterium - Bacillus anthracis - had arrived in mid-nineteenth-century Bradford on fleeces imported from abroad, and struck down workers in the town's renowned wool industry. Consequently, medical professionals and publics as far afield as Australia and New Zealand associated anthrax with Bradford. Using hitherto little explored archival sources, this thesis examines the origins and development of Bradford's relationship with anthrax at the local, national and global levels. We will look first at local medical research on anthrax in Bradford, concentrating on two local medical practitioners: John Henry Bell and Frederick William Eurich, before considering the role of anthrax in the public life of Bradford, and especially the influences of the local press, which was dominated by the Bradford Observer and Bradford Daily Telegraph. Moving to the national level, the impact of anthrax elsewhere in Britain - particularly Glasgow, Kidderminster and Norfolk - offers instructive comparisons for the Bradford case. The thesis also examines the manner in which local factory practices were incorporated into national legislation designed to combat anthrax in the wool industry. In the global context, we will see how Continental approaches to anthrax research and prevention were incorporated into British practices, with particular emphasis on the work of Louis Pasteur, Robert Koch and the little-studied but important Italian physician Achille Sclavo and his anti-anthrax serum. Moving beyond Europe, we close by analysing the ways in which anthrax-related information and practices travelled to and from Bradford, concentrating on Turkey, Australia and New Zealand. The thesis sheds new light on the relationship between bacteriological and sanitary approaches to disease prevention, the emergence of the modern understanding of 'anthrax' and the importance of place and locality for histories of disease.

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Ali, Jinnat. "Developing a theoretically-based, psychometrically sound, multidimensional measure of student motivation for use in diverse cultural settings." Click here to access full text, 2006. http://arrow.uws.edu.au:8080/vital/access/manager/Repository/uws:2421.

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Thesis (Ph.D.)--University of Western Sydney, 2006.
"A thesis submitted to the College of Arts, School of Education, University of Western Sydney in the fulfilment of the requirements for the degree of Doctor of Philosophy." Includes bibliographical references and index.

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Chingore, Tatenda Millicent Nichole. "An analysis of study-abroad students: how the 'self' articulates experiences and encounters in different cultural settings." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20703.

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Twenty-first century globalisation has brought with it, distinction among students through the Internationalisation of Higher Education (IHE). The effects of globalization and the IHE has been categorised as "preparing students for the globalizing world, suggesting new pedagogies and institutional settings that nurture 'global consciousness'" (Mansilla & Gardner, 2007: 56.) With the increase in mobility and hyper-connectivity, an education has become more than what is taught within the confines of a classroom or university. Studying abroad has become a significant component within the academic arena that allows students the privilege and opportunity to develop intercultural competence through first-hand experience This study seeks to explore the articulation of experiences and encounters from the perspective of the study abroad student exposed to cultural settings different from their own. This dissertation will place particular emphasis on the articulation of the responses and approaches taken by individuals of their respective encounters and experiences, using the Circuit of Culture as a link drawing together the themes (Re)Construction of Self Identity; 'Fitting In' and Adaptation; Developing Intercultural Competence and Society as we now know it, to give a holistic, interpretive understanding into the meanings and outcomes produced by the relationship between the constructions and perceived ideologies of both the study abroad student and the hosts collective. The study is amalgamation of responses from personal narrations given by eight participants, as well as a discussion with four individuals in a focus group from different countries. They reveal the importance of the self, from both the personal and social viewpoint to be able to comprehend the actions and reactions taken to construct, adapt, assimilate and learn from the experience. Discoveries uncover difference as a component that exists between the self and the other in a number of ways through how they classify and identify each other. As a result, slight but significant changes in perceptions can be noted.

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Lehmberg, Lisa J. "Perceptions of Effective Teaching and Pre-Service Preparation for Urban Elementary General Music Classrooms: A Study of Teachers of Different Cultural Backgrounds in Various Cultural Settings." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002331.

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Gunel, Elvan. "Understanding Muslim girls' experiences in midwestern school settings negotiating their cultural identities and interpreting the social studies curriculum /." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1181845395.

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Thomas, Julie George. "Information Censorship: A Comparative Analysis of Newspaper Coverage of the Jyllands-Posten Editorial Caricatures in Cross-Cultural Settings." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31550/.

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The identification and examination of cultural information strategies and censorship patterns used to propagate the controversial issue of the caricatures in two separate cultural contexts was the aim of this dissertation. It explored discourse used for the coverage of this topic by one newspaper in a restrictive information context and two newspapers in a liberal information context. Message propagation in a restrictive information environment was analyzed using the English daily Kuwait Times from the Middle East; the liberal information environment of the US was analyzed using two major dailies, the New York Times and the Philadelphia Inquirer. The study also concurrently identifies and elaborates on the themes and frames through which discourse was presented exposing the cultural ideologies and premises they represent. The topic was approached with an interdisciplinary position with the support and applicability testing of Chatman's insider-outsider theory within information science and Noelle-Neumann's spiral of silence theory and Herman and Chomsky's propaganda model based in the area of mass communication. The study has also presented a new model of information censorship - circle of information censorship, emphasizing conceptual issues that influence the selection and censorship of information.

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Flores-Vance, Margarita. "The Role of Cultural Capital from Home and School Settings and Its Influence on Student Engagement| A Narrative Inquiry." Thesis, University of Redlands, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587402.

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Hispanic students' life experiences are influenced by factors related to cultural capital that are imbedded in the fabric of the family's culture and interwoven in the tapestry of the school setting in relationship to student engagement. Many researchers have argued that middle-to-upper class parents who possess high-status capital know how to navigate a school system that is congruent with the dominant group. In contrast, working-class minority parents are perceived as lacking cultural capital, and consequently struggle to access school resources necessary to benefit their children's educational attainment. This dissertation is concerned with examining how the role of cultural capital from home and school settings influence student engagement of Hispanic students, by using the theoretical framework derived from Bourdieu's (1986) cultural capital. This qualitative narrative inquiry looked at 30 participants comprised of two administrators, three counselors, seven teachers, nine parents and their nine students from the only high school in a small bedroom community located in one of the largest counties in Southern California. The authentic "voices" of the participants were captured through individual face-to-face audio taped interviews, which were coordinated, transcribed and synthesized over a three month period. The data was triangulated using the responses of the participants to answer the three research questions. The analysis of the findings revealed that minority Hispanic students possess familial and school cultural capital that influences student engagement. This work implies that Hispanic students have access to cultural capital at school through the extra assistance received from teachers and counselors, coupled with parent's strong desire not only to see their children succeed in academia but also vicariously fulfill the parent's own personal academic and career dreams and aspirations. Recommendations were made to inform educators how to avoid assumptions that Hispanic working-class students lack cultural capital.

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Tyler, Katherine. "Levers and barriers to patient-centred care with school-age children living with long-term illness in multi-cultural settings." Thesis, City University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509117.

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Baker, Katie, Megan Quinn, Kathleen Collins, Gabrielle Caldara, Heather Owens, Ifeoma Ozodiegwu, Elaine Loudermilk, and Jill Stinson. "Modification of the Adverse Childhood Experiences International Questionnaire for Cultural Competency: Methods for Understanding Childhood Trauma in Low-Resource Settings." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6792.

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Al, Harbi Manal. "Understanding the cultural competence of nurses in tertiary care settings within the western province of the kingdom of Saudi Arabia." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.667755.

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Ohene-Larbi, Stephen. "Harnessing Multimodality in First-Year Composition Classroom in Second Language (L2) Settings to Enhance Effective Writing." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573566926659647.

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Al-Harabi, Ali. "Aviation maintenance in multicultural settings : the challenges of cultural tolerance and of employees' maintenance resource management/human factors (MRM/HF) awareness." Thesis, Cranfield University, 2001. http://hdl.handle.net/1826/4000.

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This thesis deals with two major issues, the first is the multicultural nature of many Aircraft Maintenance Technicians (AMTs) teams and the way in which cross-cultural communication and/or barriers to communication might affect teams' performance; and the second is the practice of Maintenance Resource Management/Human Factors (MRM/HF) in developing countries. Using the questionnaire method, this research examines the opinions of AMTs and maintenance supervisors from eight maintenance organisations regarding their attitudes to colleagues from other nations and cultures, and how this might affect their performance in the workplace. It also seeks to probe the respondents' attitudes to, for example, stress, responsibility, attitude to authority and handling conflict, considering these opinions alongside the national and cultural backgrounds of the participants. In order to do this, the respondents themselves were organised into different "culture groups" with the national characteristics of the groups being defined according to Hofstede's ideas of individualistic and collectivistic societies. The thesis begins from the premise that most AMTs demonstrate greater individualistic tendencies than airline pilots, and while their individualism may be partly traceable to the signatory authority of A&P, other factors, such as education, training and working/ socialising with Westerners, are also important influences. This study aims to show that a large contingent of AMTs and maintenance supervisors from collectivistic cultures share many of the attitudes and work goals of individualists. For example, this study will show that AMTs and maintenance supervisors from most collectivistic cultures lean towards a preference for a command style that is closer to the egalitarian pole than to the hierarchical one; tend to reject the idea of blind obedience to supervisors; tend to believe that technical merit, not social status or good connections, makes for successful managers; lean towards the acceptance of only a modicum of rules to deal with the issue of uncertainty in the workplace; tend to favour work goals that pertain to their personal needs and career aspirations, etc. The study also sheds light on AMTs and maintenance supervisors' belief systems, inter-ethnic stereotypes and feuds in the workplace, and on that basis, constructs profiles of the eight aviation maintenance organisations previously mentioned. This also addresses the question of whether these companies have met the cultural diversity and MRMawareness challenges. The analysis specifically provides answers to the fundamental questions of this study, such as whether AMTs and maintenance supervisors from some collectivistic cultural groups do, in fact, have attitudes and work goals that are similar to those of AMTs and maintenance supervisors from individualistic cultural groups; whether ANITs, as a professional group, are actually more individualistic than are airline pilots from the same countries in attitudes and work goals; to what extent ANITs' work-related attitudes and values are universal, or are influenced by their national cultures; whether placing AMTs from different national cultures in the same work teams has deleterious effects on the functioning of an aviation organisation; whether multicultural teams face insurmountable problems as functioning units because of stereotypes, discrimination, and other ills; whether the management of aviation maintenance organisations has been meeting the challenges of cultural diversity effectively, i. e. whether management has minimised cultural diversity as a potential performance barrier, and has, instead, begun to mine value-added potential of cultural diversity; and whether aviation maintenance organisations have met the NIRM-awareness challenge.

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Cheng, Hiu-wan Keens, and 鄭曉韻. "The detection of deception in cross-cultural settings: the effects of training and language on lie detectionability in Hong Kong Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29706993.

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Hill, Phyllis Lynette. "Resiliency Factors in African American Female Students in Single-Gender Educational Settings." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5720.

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Resiliency is a critical factor in educational success; the gap exists in the research regarding the effect of resiliency in the educational success of African American female students. The purpose of this interpretive phenomenological research (IPR) study was to explore and describe the lived experience of single-gender education through African American female student alumnae to capture and distill their shared experience of educational resilience and competence. Framework drew on gender-relevant education, social capital, racial identity and socialization. Research perspective that participants were viewed consisted of critical race feminism theory and competency versus deficit or risk perspective. Research questions focused on how African American female student alumnae of single-gender educational settings described their experiences in and out of school as they relate to resiliency and competence. The IPR design consisted of 3 interviews per participant; 1 focused on the past, 1 focused on the present, 1 integrated past and present experiences. Interpretive phenomenological analysis was used to analyze data. Results showed the components that factor into the African American Academic Achieving Female (A4F) include racial identity and socialization, gender relevant education, support systems within cultural and social capital, Guts, Resilience, Initiative, Tenacity (GRIT), Cultural (Re)Appropriation Unity (CRU), personal spiritual relationship. Recommendation for the A4F framework to be used as a foundation to foster growth of the A4F. Social change implication is understanding how African American female alumnae of single-gender schools describe their shared experience of A4F on their lives to foster social change for the African American students.

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Rusdi. "Information sequence structure in seminar discussions : a comparative study of Indonesian and Australian students in academic settings /." Curtin University of Technology, School of Language and Intercultural Education, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12842.

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This study investigated: i) whether Indonesian students transfer their Indonesian (L1) schema, rhetorical structures, and cultural conventions when engaged in seminars in English (L2) in Indonesian academic contexts; ii) whether Australian students transfer their Australian English (L1) schema, rhetorical structures, and cultural conventions when engaged in seminar presentations in Indonesian (L2) in Australian academic contexts; iii) the extent to which and in what ways the respective schema, rhetorical structures, and cultural conventions differ; iv) the functions of discourse markers in these seminars; and v) the use of signposts in presentations.The analysis of the schema, the rhetorical structures, and cultural conventions is limited to: i) the overall schema of a seminar; ii) the major components of a presentation; iii) the exchange structure of the question and answer sessions; iv) the rhetorical structure of presentation introductions; iv) the rhetorical structure of questions; and v) the rhetorical structure of answers.The data were obtained from tape and video recordings of four groups of student seminars as presented below.1. Indonesian students' seminars conducted in Indonesian in Indonesian academic settings.2. Indonesian students' seminars conducted in English in Indonesian academic settings.3. Australian students' seminars conducted in English in Australian academic settings.4. Australian students' seminars conducted in Indonesian in Australian academic settings.The Indonesian students' seminars in Indonesian and in English were held at the IKIP (Higher Institution for Teacher Training) Padang, West Sumatra, Indonesia. The Australian students' seminars in English were held at Curtin University of Technology, Australia. The Australian students' seminars in Indonesian were held at Curtin University of Technology and Murdoch University, Australia. The ++
seminars were part of students' course assignments. The topics of the seminars were social and educational issues. The age of the students ranged from 20 to 30 years old.A total of 67 seminars comprised the data. The findings have shown that:(i) Indonesian students transfer their Ll schema, rhetorical structures, and cultural conventions when engaging in seminars conducted in English in Indonesian academic settings.(ii) Australian students transfer their Ll schema, rhetorical structures, and cultural conventions when engaging in seminars conducted in Indonesian in Australian academic settings.(iii) Indonesian students' schema, rhetorical structures, and cultural conventions in seminars conducted in Indonesian differ from the Australian students' schema, rhetorical structures, and cultural conventions in seminars conducted in English.(iv) The equivalent discourse markers across the four groups have the same functions.(v) Indonesian students used more signposts in their presentations in English than the rest of the groups.The report of the study is presented in nine sections as shown below.Section A presents the introduction, review of the related literature, and methodology. Section B presents findings of the Indonesian data in Indonesian.Section C presents findings of the Australian data in English.Section D compares the findings of the Indonesian data in Indonesian and the Australian data in English.Section E presents the findings of the Indonesian data in English.Section F compares the findings between: i) the Indonesian data in Indonesian and the Indonesian data in English; and ii) the Indonesian data in English and the Australian data in English.Section G presents the findings of the Australian data in Indonesian.Section H compares the findings between: i) the Australian data in English and the Australian data in Indonesian; and ii) the Australian data in ++
Indonesian and the Indonesian data in Indonesian.Section I presents conclusions, implications, and recommendations for further study.

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Gu, Qing. "In-service teacher education in cross-cultural settings : an investigation into Sino-British institutional development projects in the People's Republic of China." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403879.

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Şahin, Mehmet, and Bassam Zaitoon. "The Impact of Local Culture on Decision-Making in the Context of Crises Management : A Qualitative study on how Non-Profit Organizations operate in Crises with Different Cultural Settings." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105695.

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The growing number of global crises has increased the complexity of decisionmaking, as decisions are made under uncertainty in crises, especially whencrises involve different cultures where people’s values, beliefs, and traditionsare threatened. In crisis situations, people move from one place to another,mixing cultures in the environment where they arrive. Besides, those affectedby crises usually receive help from non-profit organizations, as well as frominternational organizations. In this regard, the research aims to explore howlocal culture affects decision-making of leaders and decision makers inmanaging crises. The research relates to how leaders and decision makersregulate their decisions during crises with respect to local cultural values andcontext. To understand this phenomenon, the authors chose a qualitativemethod and conducted a series of in-depth interviews with leaders and decisionmakers of non-profit organizations to gather empirical data on how decisionsare made in these organizations during crises in different cultural settings. Theresults of the research show that local culture has an undeniable impact on thedecision-making process in crisis situations. The research found that decisionmakers must consider the local culture in every step of crisis response andensure that their decisions are applicable within it. Participants argued that itis necessary for them to incorporate local cultural codes into their decisions inorder to achieve their objectives

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Xu, Yuwei. "A cross-cultural analysis of gender and practitioner-child interactions in early childhood education and care (ECEC) settings in Scotland, Hong Kong, and Mainland China." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30595/.

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This study is conducted in the global contexts of policy calls for more men to work in early childhood education and care (ECEC) and of concerns over the assumed ‘feminisation’ of ECEC. The overarching aim is to critically interrogate whether men should be encouraged to work in the ECEC workforce in greater numbers in both the UK and China (Mainland China and Hong Kong). Framed by the poststructuralist theoretical framework of gender, this research aims to address four research questions: 1. How do practitioners posit themselves as women/men working with young children in ECEC? 2. How do children view their practitioners’ gender in relation to their daily interactions? 3. What is the nature of interactions between practitioners and children in ECEC settings? How far and to what extent can these interactions be seen to be gendered, and in what ways? 4. How far and to what extent can culturally-specific gender discourses be seen to have an impact on practitioner-child interactions in Scotland, Hong Kong and Mainland China, and in what ways? Qualitative, multiple-method and cross-cultural approaches were adopted. Research methods employed include observations in ECEC settings, interviews with ECEC practitioners, and pictorial activities with children. 17 ECEC settings were recruited from the cities of Edinburgh, Hong Kong, and Tianjin, and 34 ECEC practitioners and 280 children aged 3-6 years old participated in the research. The findings suggest that practitioners’ and children’s constructions of gender subjectivities can be diverse and dynamic processes through which individuals embody and ‘perform’ their gender with references to a variety of cultural and gender discourses that situate them. This study therefore argues that ECEC pedagogies and practices need to enable practitioners and children to interrogate dominant gender discourses and to become gender-sensitive and –flexible performers, in order to achieve gender equality, diversity and inclusion in ECEC. Current political drives in the UK, China and elsewhere to recruit more men to work in ECEC and to achieve a gender-balanced ECEC workforce need to reconsider their theoretical underpinnings and to make sure that such policies will not reinforce binary, hegemonic gender structures. A gender-diverse and –flexible approach to gender and ECEC is preferable for equitable and inclusive ECEC.

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Bello, Ramírez Susana, and Cerda Pamela Villaseca. "Social representations from English RP and GA linguistic ideologies in Chilean cultural settings: a contrast between monolingual Spanish Chilean speakers from three different age sets." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/143384.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa
This study reveals the results of the Social Representations (Moscovici, 1984) and Linguistic Ideologies (Kroskrity, 2010) behind the most influential and widespread varieties of English in the context of English as a foreign language in Chile: Received Pronunciation -British English- and General American -American English- in monolingual Spanish speakers from a middle-class background. This investigation, inserted in an anthropological perspective, focuses on notions from Hispanic-phone speakers who are not related to academic environments, pursuing thus a similar approach to Folk-Linguistics. The corpus of this research is composed of personal interviews performed to participants corresponding to three different age sets (adolescent - middle-age adult - mature adult) where the participants provided their opinions about English language and the most prominent varieties of English. The findings revealed a common perception of English as a working tool and the acknowledgement of English as a global language; besides there was an average preference towards the British English variety, especially in the adult participants, who also depict a more prominent rejection towards American English. In contrast, the younger group presents a more positive appreciation of American English in terms of production; however, they place British English in a superior status. As a complement, the theories of Symbolic Power by Bourdieu and Discourse and Power coined by Foucault will be considered in this research since these concepts are present in the participants‟ discourse.

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Joo, Hwajoon. "Yoon-Seong Cho's Jazz Korea a cross-cultural musical excursion /." Thesis, connect to online resource, 2008. http://digital.library.unt.edu/permalink/meta-dc-6089.

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Cordeiro, Rosângela Lannes Couto. "O jornal eletrônico Educação & Imagem: espaço tempo de tessitura de conhecimentos através de práticas de professores com imagens e narrativas." Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3588.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Conselho Nacional de Desenvolvimento Científico e Tecnológico
Este trabalho pesquisou os usos do Jornal Eletrônico Educação & Imagem, feitos para e por professores da rede pública. As práticas narradas e as imagens trazidas pelos docentes, que são usuários do jornal, nos possibilitou refletir sobre os currículos e os conhecimentos que têm sido tecidos cotidianamente. Para analisar as narrativas e as imagens presentes nos artigos escritos pelos professores foram pesquisados os editoriais redigidos por cada grupo de pesquisa, que faz parte da elaboração do periódico, e a seção Voz do leitor que publica artigos escritos por professores. Este estudo tem suas relações teóricoepistemológicas e teórico-metodológicas com as pesquisas nos/dos/com os cotidianos (Lefebvre, Certeau) que têm permitido compreender as redes de conhecimentos e significações que se dão nos múltiplos cotidianos em que vivemos, entendendoos como contextos educativos. Para falar sobre a importância da narrativa em pesquisa alguns autores como Walter Ong e Nilda Alves embasaram este estudo. Para o tratamento das noções de tecnologia, currículo e imagens dialogamos com os autores Nilda Alves, MartinBarbero, Boris Kossoy, Roberto Macedo, Alice Lopes, Elisabeth Macedo, Arlindo Machado, Pierre Lévy, Edméa Santos e Marco Silva. Dos artigos analisados observei que as imagens utilizadas pelos professores que escreveram para o jornal apresentaram uma multiplicidade de usos. A maioria fez uso de material fotográfico. Em seus artigos temos imagens usadas nos seguintes contextos: como registro de suas atividades com os alunos, como registro/memória autobiográfica, como reflexão da própria imagem apresentada ou como ilustração do texto dentre outros. Ao trabalhar com estas narrativas e imagens temos a oportunidade de discutir como se dá e como se tem desdobrado os usos do periódico eletrônico, possibilitandonos compreender e complexificar sobre outros processos cotidianos, a partir destes que nos é retratado e narrado.
This paper aims to research the uses of the electronic journal Education & Image, made for and by public school teachers. Practices narrated by the teachers who are daily users enable us to reflect on the curriculum and knowledge that have been daily woven. To analyze the narratives contained in articles written by teachers. I focused this work in the editorial written by each research group which is part of the preparation of the journal and in the Readers comments section. This study has its theoretical and epistemological relations and theoretical and methodological approaches to research in / of / with daily life (Lefebvre, Certeau) which have allowed us to understand the network of knowledge and senses that occur in many everyday situations we live in, understanding them as educational contexts. In this sense, we work with the idea that knowledge is woven, too, through the customs and practices that humans create in their daily lives in a different way than we have been taught, in Modernity, in science. Thus, I believe it is necessary and possible search relations practitioners (Certeau) with the many existing cultural artifacts. These will be studied through the uses to which these teachers develop in contact with the newspaper with the images and narratives it contains.

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Shirtcliff, Benjamin A. "Deep play, urban space, adolescent place: a multi-sited study of the effects of settings on adolescent risk/reward behavior." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1481.

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The extant literature on the play behavior of youth normalizes adolescent behavior in public space as transgressional, resistant, and in need of social control. The dissertation counters this trend by looking to see if physical qualities, peer effects, and neighborhood context of settings play a deeper role in youth behavior. The study documented urban context, peer effects, physical features, and play behavior across 21 urban settings in New Orleans. Unobtrusive observations employed a highly innovative technique based on YouTube videos and analyzed using hierarchical linear modeling. Coded observations of risk-taking and prosocial behavior demonstrated some stability in behavior amongst adolescents—“youth” ages 12-19—within each site, suggesting that site-specific factors can constrain youth behavior. Yet, more interesting, teens appropriated sites. Specifically, the study found that (a) adolescents consistently adapt play behavior due to settings and (b) that adolescents adapt sites to support play behavior. The latter finding is novel and diverges from normative theory on adolescent behavior by suggesting that teens exercise interdependence when engaging in urban environments away from home and school. Interdependence is a term derived from economics that means mutual dependence upon others for some needs. That adolescents display increased risk-taking behavior in environments with low appropriation and increased prosocial behavior in environments with high appropriation advocates for cities to support adolescent appropriation of urban space.

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De, Gioia Katey, University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Beyond cultural diversity : exploring micro and macro culture in the early childhood setting." THESIS_CSHS_ASH_De Gioai_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/795.

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Experiences in the early years of life are increasingly recognised as significant predictors of long-term cognitive and psychosocial behaviour. This thesis focuses on one aspect of early development: the cultural identity of the young child and investigates the influence of continuity of practice between home and the child care centre in this development. The use of child care services for very young children has increased dramatically in the past two decades. For the first time in history there may be more babies aged 0-3 years in care situations than babies who are cared for at home - this impacts upon the child’s micro-culture (individual, unconscious practices guided by beliefs, norms and values) and macro-culture (ritualistic, symbolic behaviour, often conscious which is tied to belonging to an ethnic group). This study investigates the way in which child care centres contribute to the development of micro and macro-cultural identity in very young children. This study was originally designed to increase the knowledge base about the ways in which interactions with children (particularly in relation to sleep and feeding micro-cultural practices) differ between home and child care service and the implications of these differing practices. As the study progressed a new focus was developed and evolved into an analysis of communication processes between parents and staff and the effects of those communication processes. Qualitative methods on non-participant observation, semi-structured interviews and semi-structured questionnaires were used to address the research questions. Recommendations from the study focus on setting level and policy issues. The early childhood sector is called on to redress notions around communication and partnership building with parents
Doctor of Philosophy (PhD)

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de, Gioia Kathryn. "Beyond cultural diversity : exploring micro and macro culture in the early childhood setting /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060511.142734/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2003.
"A thesis submitted to the School of Applied Social and Human Sciences, University of Western Sydney in fulfilment of the Doctor of Philosophy". Includes bibliography : leaves 248 - 270.

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Sun, Bei, and Mehdi Poosti. "Long distance design-manufacturing interaction: Perspectives from Chinese manufacturing site." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Industriell organisation och produktion, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15571.

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After opening of China‟s borders to foreign trade and investment, over the last decades, a growing number of foreign company‟s attention has been drawn to China due to the immense market potential, and a huge source of cheap labor. Swedish industry, however, is not an exception from this tremendous trend in the world, as their recent acquisitions have given access to production facilities in China. This transfer of product/production from Sweden to China has emerged two major concerns including Design and Manufacturing (DM) interaction between geographically distant settings, in conjunction with inter-cultural considerations. Lately, the concept of interaction between DM has been growing in the scholar thoughts. Typically, different challenges such as different personalities and cultural differences exist towards having an enhanced collaboration during the development process. This study uses a framework for integration mechanisms which comprises number of approaches such as DfX, CE, cross-functional teams, and modern quality management. Second, this study by carrying out 6 interviews within the Chinese plants in four Swedish-Chinese based companies identifies the main challenges of interaction of design in Sweden and manufacturing in China (2 pilot companies and 2 target companies). The most frequent challenges are spotted as cultural clashes, ineffective collaboration, frustrating verification process, inadequate management system, and lack of technical knowledge. By including cultural attributes, a literature based classification is adopted to classify the determined challenges. Eventually, this study comes up with suggestions for managing challenges associated with geographical distance. More face-to-face interactions instead of electronic communications in order to have a better insight to the cultural differences (such as trust, lose face, and direct/indirect confrontation), cross-functional integrations, localizing the verification process, facilitating the early involvement of suppliers, rotation of the expertise across projects, use of DfA index, and function-wise motivation system, are stated in our recommendations to cope with these challenges. Besides, the influence of reward system on challenges of dispersed settings, is proposed to be investigated for further studies.

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Sanches, Mário Augusto. "A (re)construção da cultura organizacional em mega-agrupamentos de escolas: um estudo de caso na região de Lisboa." Doctoral thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/30067.

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Os mega-agrupamentos de escolas foram introduzidos no início da segunda década do século XXI, tendo-se revelado uma medida de política educativa caracterizada pela imposição burocrática de uma lógica administrativa, centralizadora e verticalizada na reorganização da rede escolar, que considerou esta nova organização como a solução racional para o cumprimento da escolaridade obrigatória de doze anos. Assim, este estudo pretende investigar como se desenvolveu o processo de (re)construção da cultura organizacional em mega-agrupamentos de escolas, em particular de que forma as culturas das escolas agregadas (re)agiram às estratégias de anulação das suas especificidades, construídas ao longo do tempo. O projeto de investigação elaborado para o efeito enquadra-se no paradigma qualitativo e na abordagem interpretativa, tendo-se optado pelo estudo de caso singular como estratégia de investigação. Selecionado o caso – um mega-agrupamento de escolas criado em 2012 -, procedeu-se à recolha de dados com recurso às técnicas de entrevista, da pesquisa de terreno e da análise documental. Os dados foram tratados através da análise de conteúdo. A investigação revelou que a criação do mega-agrupamento objeto do estudo suscitou um choque entre as organizações agregadas, considerando que a liderança da escola-sede tentou gerir a cultura no sentido da homogeneização cultural, o que foi interpretado como o apagamento da cultura de um agrupamento vertical já existente. Entretanto, a cultura de matriz gerencialista e meritocrática, presente nas orientações nacionais desde os anos noventa, consolidou-se progressivamente nas missões da nova organização, sendo partilhada maioritariamente pelos seus membros, embora tenham emergido manifestações ancoradas na tradição democrática das escolas. Assim, numa organização que funcionou como um “entreposto cultural” (Torres, 2008), ocorreram manifestações de integração, diferenciação e fragmentação na partilha da cultura, particularmente nos significados construídos nos planos da organização pedagógica, do desenvolvimento do currículo, do reconhecimento do mérito e da regulação da disciplina, pelo que, em vez da homogeneização pretendida, o mega-agrupamento pôde, antes, apresentar uma configuração cultural múltipla e diversos cenários culturais; Abstract: The (re)construction of organizational culture in school mega-clusters: a case study in the region of Lisbon - The school mega-clusters were introduced at the beginning of the second decade of the 21st century, having proved an educational policy measure characterized by the imposition of an administrative, centralizing and verticalized logic in the reorganization of the school network, which considered this new organization as the rational solution for fulfilling the compulsory education of 12 years. Thus, this study intends to investigate how the process of (re) construction of the organizational culture in school mega-clusters was developed, namely how the cultures of the aggregated schools reacted to the strategies of cancelling their specificities, built over time. The research project designed for this purpose fits into the qualitative paradigm and interpretative approach, having opted for the singular case study as a research strategy. Selecting the case - a mega-cluster created in 2012 -, data were collected using interview techniques, terrain research and document analysis. The data were treated through content analysis. The investigation revealed that the creation of the mega-cluster object of the study caused a shock between the aggregate organizations, considering that the host school leadership attempted to manage culture towards cultural homogenization, which was interpreted as the erasure of an existing vertical cluster culture. In the meantime, a managerialist and meritocratic culture, present in national guidelines since the nineties, has been gradually consolidated in the missions of the new organization, being mostly shared by its members, although manifestations emerged anchored in the democratic tradition of schools. Thus, in an organization that functioned as a “cultural warehouse” (Torres, 2008), there were manifestations of integration, differentiation and fragmentation in the sharing of culture, particularly in the meanings constructed in the plans of pedagogical organization, curriculum development, recognition of merit and discipline regulation, so, instead of the intended homogenization, the mega-cluster could, rather, present a multiple cultural configuration and diverse cultural settings.

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Dissertations / Theses on the topic 'Cultural settings'

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