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Dissertations / Theses on the topic 'Intercultural relationships'
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Morrison, Megan Marie. "DOES RACE MATTER?: EXAMINING DIFFERENCES IN INTRACULTURAL AND INTERCULTURAL RELATIONSHIPS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1517.
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The current study examined differences in intracultural and intercultural relationships. In this study, data were collected from 139 individuals currently in intracultural romantic relationships (same ethnicity and country of origin) and 120 individuals currently in intercultural romantic relationships (different ethnicity or country of origin) through MTurk. Participants completed measures for personality (20-item Mini-IPIP), individualism and collectivism (Horizontal and Vertical Individualism and Collectivism Scale), ethnic identity (Multi-group Ethnic Identity Measure), implicit relationship theory (Relationship Theory Questionnaire), relationship satisfaction (DAS: Dyadic Adjustment Scale and RAS: Relationship Assessment Scale), relationship commitment (Commitment Level Items of the Investment Model Scale), one question to address whether the individuals' partners are seen as one's soul mate, and demographics. Participants were compensated $0.85 for completing the survey. MANOVA analyses indicated that individuals in intracultural and intercultural relationships differ significantly in terms of RAS, DAS, and Commitment Level Item scores, with those in intercultural relationships scoring significantly lower on all three measures. Regression analyses indicated that the significant predictors for RAS, DAS, and Commitment Level items differ for individuals in intracultural and intercultural relationships. These findings suggest the type of relationship (intracultural versus intercultural) is an important factor to consider. Research on intracultural relationships may not translate to individuals in intercultural relationships.
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Ferrin, Donald Lee. "Do as the Romans? : interpersonal influence processes in intercultural work relationships /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.
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Fleming, Lauren M. "Faux Amis? Intercultural and Interpersonal Relations Between Americans and the French." Miami University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1240870038.
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Berglund, Jeffrey L. "The effects of acquired disability on interpersonal relationships in Japan : an intercultural approach." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/726.
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This thesis examines a special kind of intercultural communication called interability communication, the interactions between the disabled and the abled. In-depth interviews were conducted with six Japanese men (average age 44.3 years), all of whom experienced the transition from being a member of the nondisabled majority to becoming a member of the disabled minority when they received spinal cord injuries in traffic accidents. The average length of time since the initial acquisition of disability was 25.7 years, and all of the men are now gainfully employed, living in the community, and report high levels of quality of life.
This study shows that following their sudden acquisition of disability, the subjects developed new ways of interacting with both their physical and social environments. Their relationships with family and friends were altered. They developed new communication strategies for dealing with nondisabled people, especially centered on asking for help, and accepting or rejecting offers of help.
Their cultural value orientations with regard to power distance, uncertainty avoidance, individualism-collectivism, and masculinity-femininity also underwent changes. This study shows that an understanding of these changes can help nondisabled people, including family members, friends, medical and rehabilitation specialists, etc. to interact more smoothly with disabled people.
Although the sudden acquisition of disability is usually regarded as an extremely negative event, this study concludes that the six men have experienced positive growth. They have developed more ethnorelative worldviews, and they have successfully adapted to their disabilities.
From the 164 pages of interview transcriptions, more than I 0 pages of direct quotations appear in this thesis in an attempt to accurately retell the stories of these six men.
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Bikowski, Dawn M. "The Discourse of Relationship Building in an Intercultural Virtual Learning Community." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1202394039.
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Gao, Hongzhi, and n/a. "Guanxi dilemmas and gatekeepers : a qualitative study of Chinese-Western intercultural relationships in marketing." University of Otago. Department of Marketing, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090417.113317.
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Guanxi literally means a �special personal relationship� in Chinese social and business life. It is commonly considered a cultural barrier for many foreign entrants in China due to its exclusiveness, complexity and dynamics. This research study aims to understand the constraints and dilemmas in Chinese-Western intercultural business contexts. Specific questions addressed in this study are: (a) What are the constraints and dilemmas in Chinese-Western intercultural relationships in marketing? (b) How do business actors manage these constraints and dilemmas? (c) What new insights can be developed in order to improve Chinese-Western intercultural marketing relationships? These questions are important because most theoretical understandings of business relationships are developed in Western contexts. Furthermore, the emergence of China as a major global trading nation gives weight to these questions.
A case study strategy is adopted with a focus on Chinese-Western intercultural marketing relationships. This study follows the International/Industrial Marketing & Purchasing Group (IMP)�s research tradition that views relationship building as the consequence of interaction among networks of actors. The research methodology is both qualitative and interpretive. A hermeneutical approach under the constructivist paradigm is adopted to interpret empirical findings from interviews with 58 Chinese and Western business managers.
Analysis was conducted in three hermeneutical stages. Each stage progressed and revealed new sources of understanding. The first stage provided a contextual understanding of Chinese-Western intercultural business relationship by identifying �three circles� of relationship development activity based on behavioural norms, respectively the insider (guanxi) circle, an emerging intercultural circle and an outsider circle. This allowed me to develop a bridging perspective of guanxi ties in the emerging intercultural �middle� circle. The second stage revealed three types of guanxi dilemmas for outsiders. The second stage also disclosed seven kinds of perceived risk derived from Confucian ideology. The third stage developed a new concept of guanxi gatekeeper. These guanxi gatekeepers play vital roles in managing outsiders� dilemmas and the risks perceived by insiders in developing intercultural (interpersonal) relationships. They engage two gatekeeping processes: reciprocal gatekeeping and symbolic gatekeeping. It is my conclusion that the gatekeeping view of guanxi processes provides an improved understanding of relationship development in Chinese-Western intercultural business contexts.
This study contributes to the marketing literature by identifying a new interpersonal network perspective and also the network position of guanxi gatekeeper in emerging Chinese-Western intercultural business networks. Thus, indirectly connected actors are seen to work independently but also interdependently through the involvement of gatekeepers. This study has an important strategic implication for Western entrants in China: Western firms and managers can avoid la guanxi (forcing direct relationships with innermost guanxi insiders) and instead operate through the facilitation of a middle force - guanxi gatekeepers.
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Calderon, Kristen Naylor. "The impact of cross-cultural transition on intercultural relationships using a strengths-based approach." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/825.
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Guild, Sonny. "A model for enhancing interpersonal relationships within mission teams." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Savoie, Tracy Ann. "Cosmopolitanism and Twentieth-Century American Modernism: Writing Intercultural Relationships through the Trope of Interracial Romance." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1217981585.
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La, Taillade Jaslean Joëlle. "Predictors of satisfaction and resiliency in African American/white interracial relationships /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9192.
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Garcia, Bonet Natalia. "To the school and back : intercultural education, identity construction and Pemón-state relationships in southeastern Venezuela." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/66456/.
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This thesis explores the relationship between the state and Pemon people of La Gran Sabana, in Southeastern Venezuela, through the lens of state-driven projects such as bilingual intercultural education and extractivism. I examine these relationships in the light of two broader twenty-first century processes; one global- multiculturalism and the paradigm of intercultural education- and one national- Hugo Chávez's Bolivarian Revolution. The Bolivarian government has probably lead the most effective project of state expansion in Venezuelan modern history, reaching out to the most peripheral areas of the nation and incorporating their population into the Venezuelan State. Throughout this thesis I argue that despite the Revolution's claims to celebrate internal diversity and pluralism, this process of state expansion has been driven by an extractivist agenda, associated with two different, yet complementary, commercial extractive projects; oil and gold. As such, its ultimate aim remains to ensure the state's control over the territory, and the resources on it, by establishing control over its inhabitants. The collapse between the state and indigenous people enacted in the Revolution's dominant discourse, therefore, outlines new forms of 'national indigeneity', and has the effect of prescribing people's possibilities to lay claims both to a Venezuelan citizenship and to 'legitimate' indigenous identities. Within such broad global predicaments, my research engages with key debates in anthropology about the relationships between Amerindian groups and the state, in terms of representation, interculturality and identity politics, illustrating how local responses to the processes of state expansion reflect complex interactions between multiple elements; gender, personal trajectories and identity construction, for example. The thesis also engages with the Lowland South American and Latin American literature about Amerindian strategies for counteracting the state's centralising (predatory) action, by outlining the multilateral, sometimes contradictory responses of local actors to the consecutive expansions and contractions of the state's extractivist and administrative frontiers. As the cases narrated in this thesis demonstrate, some individuals have actively sought to increase their political participation, embracing the opportunities for enfranchisement provided by the revolutionary government. Others have opted instead for a 'partial' retreat from the state's foregoing expansive motion. I argue that these movements towards reversal are associated with the state's inability to act as redistributor of resources and, as such, are the result of the general political and economic crises facing the country in the last few years.
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Smith, Sage Doolittle. "Leading in diverse schools principals' perceptions of building relationships with Hispanic/Latino families /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-09242008-144610/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title from file title page. Donna Breault, committee chair; Kay Bunch, Eric Freeman, Hayward Richardson, committee members. Description based on contents viewed July 82, 2009. Includes bibliographical references (p. 102-119).
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CHUANG, HSUN-YU. "IDENTITY MANAGEMENT POLITICS IN GLOCALIZED ENGLISH HEGEMONY: CULTURAL STRUGGLES, FACEWORK STRATEGIES, AND INTERCULTURAL RELATIONSHIPS IN TAIWANESE ENGLISH EDUCATION." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1345.
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The globalization of the English language has rendered both positive and negative impacts to countries around the world. With the ever-increasing pervasiveness of the English language, many non-native-English-speaking (NNES hereafter) people and countries have shown growing interests in teaching and learning English. Some governments of these NNES countries have decided to implement “English” as a mandatory school subject into their compulsory curriculum in order to “connect with the world” and/or to increase their nation’s international image. However, in these NNES countries, English often does not hold official capacity and is taught as a foreign language (EFL). Although English (language) education can bring positive changes to a nation, it is not free of problems. Essentially, English education influences many NNES countries and their citizens in sociocultural, economic, and educational arenas. Some scholars, such as Tsuda (2008), assert that the “problems” and impacts are inseparable from “English language hegemony.” My country of origin, Taiwan, is one of the EFL and NNES countries that implements English education in our nation’s compulsory education. In recent decades, communicative-based English educational approaches have received great support from the Taiwanese Ministry of Education. In an EFL setting, such as that in Taiwan, the said educational approaches have complicated English education even further. In particular, the communicative-based approaches focus on teaching and practicing English oral proficiency, which average Taiwanese citizens do not need in their daily lives. Many Taiwanese people experience identity struggles and self-esteem issues because of their less-than-desirable English oral proficiency. In addition to Taiwanese, native-English-speaking (NES) teachers who are recruited to teach English in Taiwan are an integral part of the Taiwanese English education. As a Taiwanese citizen and an intercultural communication scholar, I recognize the intricate complexity of Taiwanese English education and am compelled to examine it in this dissertation as it has not received much attention in the discipline of Communication Studies. In this dissertation, I employ Identity Management Theory (IMT) (Cupach & Imahori, 1993; Imahori & Cupach, 2005) as the primary theoretical framework to examine Taiwanese English education. Particularly, I utilize IMT to study the identity construction and management (such as identity freezing), facework strategies, and intercultural relationship development among NES teachers, Taiwanese English teachers, and Taiwanese students. To carry out this research, I employ critical complete-member ethnography (CCME) (Toyosaki, 2011) as the central research methodology, because I see myself as a complete-member researcher with my research participants. I share complete-memberships with them in nuanced, complex, and contextual manners. Methodologically, CCME entails ethnography of communication, autoethnography, and critical ethnography; all are informative of my data collection methods, including ethnographic participant observation, ethnographic interview, and autoethnographic journaling inside and outside of English classes at different Taiwanese universities. These three methods helped me gather rich data for this research. To analyze and discuss the data, I employed thematic analysis (Owen, 1984) and critical examinations of consensual and conflictual theorization (Fiske, 1991; Toyosaki, 2011). Both methods render complex findings. In particular, the analysis and discussion reveal and explain (a) how the research participants manage cultural identities through marking scope, salience, and intensity with different English educational participants, (b) how they apply facework strategies to cope with identity freezing experiences, and (c) how they establish and maintain intercultural relationships with other English educational participants as they transition across different relational phases of their relationships. I deliver the findings thematically in an analytical and narrative-like manner, as I layer and weave together the field notes, the interview responses, and my autoethnographic journaling. Ultimately, I argue that English hegemony has glocalized in Taiwanese English education and is manifested through research participants’ identity management politics and their intercultural relationships. Essentially, my research shows that identity management politics is inseparable from the power differentials and inequalities imbued in Taiwanese English education. Voluntarily and/or involuntarily, the research participants and I have normalized English hegemony, embodied its presence in our knowledge production and consumption, and given English/Western ideologies consent to dominate our communicative choices, our (sub)consciousness, and our intercultural relationships. Aside from perpetuating English hegemony, I have also observed resistance against the said hegemonic impacts inside and outside of the English classrooms. In a power-laden intercultural communication context, such as Taiwanese English education, critical analyses and examinations play essential roles in revealing the identity management politics and power differentials embedded in the (mythically) “innocent” English classrooms. I further recognize how this research serves as an example to other EFL and NNES countries. In due course, I conclude that my research makes contributions to the scholarships of intercultural communication and to English education in Taiwan and beyond.
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Josephson, Hesse Kristina. "Contacts and trade at Late Bronze Age Hazor : aspects of intercultural relationships and identity in the Eastern Mediterranean." Doctoral thesis, Umeå : Institutionen för idé- och samhällsstudier, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1816.
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LISBOA, SONIA MARIA DO NASCIMENTO. "I ALMOST GAVE UP DATING BRAZILIANS: BRAZILIAN-BRITISH LOVE RELATIONSHIPS: AN INTERCULTURAL APPROACH WITH APPLICABILITY FOR TEACHING PL2E." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32250@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente trabalho identifica e compara aspectos culturais e linguísticos inseridos em relacionamentos amorosos entre brasileiros e britânicos, a partir de duas categorias sugeridas pelo interculturalista Geert Hofstede: individualismo e masculinidade; e da categorização de Richard D. Lewis da cultura brasileira como multiativa e da cultura britânica como ativo-linear. O objetivo desse estudo é o de entender melhor como esses relacionamentos interculturais se dão, seus desafios, seus sucessos, investigando qual a influência da cultura e da língua nessas relações. Para nossa análise, utilizamos dados gerados por meio de entrevistas e questionários realizados com dez casais - todos formados por um/a brasileiro/a e um/a britânico/a envolvidos em um relacionamento amoroso. Entre os nossos resultados, identificamos os seguintes elementos que influenciam a relação desses casais: (i) o papel da mulher na relação; (ii) ciúmes, traição e dependência emocional; (iii) linguagem verbal, não verbal e estilística; e (iv) o lugar que o casal escolhe para viver. Portanto, esta pesquisa sinaliza os desafios encontrados pelos casais interculturais e apresenta sugestões, dadas pelos próprios informantes, para entendermos essas diferenças e tentarmos evitar que elas interfiram de maneira negativa nos relacionamentos de mesmo tipo. Por meio desse estudo, esperamos evidenciar a importância de se trabalhar esta temática em sala de aula, dando mais subsídios e embasamento teórico aos professores de PL2E, para que possam mostrar aos alunos de português a importância de se entender não só a língua como, principalmente, a cultura do outro, e contribuindo, assim, para o desenvolvimento das competências comunicativa e intercultural dos aprendizes.
The present work identifies and compares cultural and linguistic aspects inserted in love relationships between Brazilians and Britons, from two categories suggested by the interculturalist Geert Hofstede: individualism and masculinity; and Richard D. Lewis s categorization of Brazilian culture as multiactive and British culture as active-linear. The objective of this study is to better understand how these intercultural relationships are given, their challenges, their successes, investigating the influence of culture and language on these relationships. For our analysis, we used data generated through interviews and questionnaires conducted with ten couples - all formed by a Brazilian and a British person involved in a loving relationship. Among our results, we identified the following elements that influence the relationship of these couples: (i) the role of women in the relationship; (ii) jealousy, betrayal and emotional dependence; (iii) verbal, nonverbal and stylistic language; and (iv) the place the couple chooses to live. Therefore, this research indicates the challenges encountered by intercultural couples and presents suggestions, given by the informants themselves, to understand these differences and try to avoid them interfering in a negative way in relationships of the same type. Through this study, we hope to highlight the importance of working this theme in the classroom, giving more subsidies and theoretical background to the teachers of PL2E, so that they can present to Portuguese students the importance of understanding not only the language but, mainly, one s culture, and thus contributing to the development of the communicative and intercultural competences of apprentices.
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Ulrich, Kathleen. "Normative teacher and student role behaviors in the U.S. with a contrast to Japan." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3651.
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The purpose of this thesis is to (1) discover normative U.S. classroom teacher and student role behaviors; (2) contrast these to one other culture, Japan and (3) anticipate the difficulties both teachers and students would face if placed in a culturally mixed class unaware of the cultural differences between them. This study also (4) extends the issues theoretically beyond the cultural differences between the U.S. and Japan to other cultures.
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N'Dione, Mbinky Madeleine. "L'asymétrie des échanges interculturels : sociologie des relations partenariales d'ONG et d'EBS de solidarité internationale franco-sénégalais." Thesis, Brest, 2017. http://www.theses.fr/2017BRES0092.
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Le présent travail de recherche porte sur l’asymétrie des échanges interculturels dans les relations partenariales entre des organismes du Nord et du Sud. D’un tâtonnement exploratoire à la constitution d’un cadre d’analyse combinant plusieurs approches, cette recherche s’intéresse particulièrement aux partenariats entre des organisations non gouvernementales, des associations et des entreprises à but socioéconomique françaises et sénégalaises. L’analyse de ces relations partenariales se fait à trois niveaux : autour de l’acteur, ses logiques et les situations de coopération. Elle s’appuie sur des modèles théoriques et conceptuels notamment sur la problématique des rationalités, de la créativité des acteurs et des logiques de partenariat. Les relations partenariales s’inscrivent de ce fait dans ce qu’on pourrait appréhender comme un double mouvement de transaction socio-historique à la fois structurelle et structurale.En effet, le partenariat actuel entre organismes participe d’une métamorphose bien plus globale qui prend en compte les évolutions d’un monde en mutation permanente. Il résulte également d’un processus d’évolution des relations franco-sénégalaises.L’analyse des relations nouvelles et des alternatives de partenariat propose une sociologie des relations partenariales qui questionnent les discours et les pratiques de coopération dans le cadre d’échanges interculturels structurés et semi-structurés.L’analyse proposée permet ainsi de répondre à l’interrogation suivante : ces relations obéissent-elles à des logiques de domination, de réciprocité, de fraternalisme ou d’asymétrie ?This research work focuses on the asymmetry of the intercultural exchanges within the partner relationships between the North and the South organizations. We particularly put emphasis on partner relationships between nongovernmental organizations and companies with a socio-economic vocation in France and in Senegal.The analysis of these partner relationships is done at three levels: on the partner, his logic and the cooperation situations. This relies on theoretical and conceptual models such as Weber’s (Weber M., 1964) comprehensive approach that emphasizes on rational actions, Boltanski’s, (Boltanski, 1990) normative action analysis model, Mauss’ (Mauss, 2007) reciprocal donation model, Joas’s (Joas H. , 1999) critical theory that highlights the creative nature that human actions have and Remy’s (Remy, 2005/1) social transaction theory. Partner relationships are then part of what could be tackled as a double issue of socio-historical transaction both structural and organisational. In fact, today’s partnerships between organizations are part of a much more global change taking into account the evolution of a permanently changing world. It thus arises on an evolution process of France-Senegal relationships. The analysis of new relationships and other partnership alternatives suggests a sociology of partner relationships that questions the today’s cooperation discourses and practices concerning structured and semi-structured intercultural exchanges. The analysis that we propose makes it possible to answer the following question: Do these relations follow a common sense of domination, reciprocity, fraternalism (Césaire, 1956) or asymmetry ?
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Kuhn, Susan. "International Students' Experiences in Higher Education: A Case Study Examining Uncertainty Reduction Theory in Communication Classrooms." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/3040.
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This was an exploratory case study which focused on international students' experiences in higher education. In particular, this study investigated the efficacy of uncertainty reduction theory in communication classrooms. The research asked four exploratory questions: (a) What are the students’ perceptions of the teacher/student relationship? (b) Do international students experience uncertainty in communication classrooms? (c) If uncertainty is experienced, what is its source(s)? (d) If uncertainty is experienced, do students seek to reduce it, and if so, how?
A phenomenological perspective was utilized in this study as the organizing, theoretical framework. Relevant literature on uncertainty reduction theory was reviewed as well as literature specific to international education, the communication classroom, the role of the teacher, and teacher self-disclosure. Focus group interviews, individual interviews, and member checks were conducted with international students who had taken communication classes at Portland State University in the 1998-1999 academic year. Using a set of analytic measures, 21 initial categories were identified and subsequently collapsed into 4 key categories: international education, teacher/student relationship, uncertainty in the communication classroom, and approaches to managing uncertainty.
Based on analyses of the data, this study revealed findings significant to understandings of both international education and uncertainty reduction theory. First, a model of classes within international education was derived from the data and served to deepen understandings of international education, in particular the international students’ perceptions of classes across countries.
Second, this research tested the extant claims of uncertainty reduction theory and raised questions regarding its conceptualization. The data revealed that the students' definitions of uncertainty and uncertainty reduction differed from those previously postulated, resulting in the formulation of new definitions. Also, context was found to strongly influence students' experiences of uncertainty; the context of the classroom not only determined the sources of uncertainty, but also influenced how uncertainties were coped with when they were not reduced. These alternative understandings of uncertainty reduction theory are significant as they could aid in further research that explores the theory’s extant claims.
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Vierra, Jessica Helen. "TO BE OR NOT TO BE: AN EXPLORATORY STUDY OF INTERCULTURAL DIFFERENCES IN MEXICAN AMERICAN AND CAUCASIAN AMERICAN ROMANTIC RELATIONSHIPS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/921.
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Intercultural romantic relationships have increasingly become more common in the United States between Mexican American and Caucasian American males and females. Predominantly, this study investigates how Mexican Americans and Caucasian Americans in intercultural romantic relationships visualize conflict in their relationship. The research question: What are the intercultural communication differences in romantic relationships between Mexican Americans and Caucasian Americans? Research findings support cultural differences being related to power, cultural gender differences, language barriers, child care, and religion. Although there is a vast amount of research focused on intercultural relationships, it seems there are few studies that have investigated intercultural communication differences between romantic couples. Participants in this study reported intercultural communication differences that involved communication conflict. Themes found in the data where intercultural communication differences occurred are: childcare, power, cultural gender differences, religion, and family influences.
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Machin, Justine. "Principes de gouvernance d’entreprise minière et réalités culturelles : recherche d’une convergence au service de la performance : relations de travail et enjeux culturels dans le secteur minier en Nouvelle-Calédonie – Le cas de la Société le Nickel." Thesis, Nouvelle Calédonie, 2015. http://www.theses.fr/2015NCAL0003.
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Les luttes de légitimité et les rapports de forces intercommunautaires présents en Nouvelle-Calédonie ne sont pas simples à analyser tant d' un point de vue sociétal qu'organisationnel. Ils s' inscrivent dans une logique où clivage ethnique et clivage politique se rejoignent et s'enchevêtrent. Nous avons tenté de démêler cet échevau pour analyser les interactions intercommunautaires sur le plan sociétal et les relations de travail dans l'entreprise. Nous avons cherché à montrer quela reproduction de la complexité calédonienne des positionnements identitaires individuels etcollectifs au sein de la SLN influence la perception du climat organisationnel et médiatise les eftetsdu climat d'organisation sur l'engagement envers le travail et l'entreprise. Cela a conduit à relever les appropriations identitaires que chaque individu fait des caractéristiques de sa communauté d'appartenance, en s'appuyant sur des éléments simples comme par exemple:le rapport au temps, la solidarité interindividuelle, le rapport à l'autorité, la satisfaction des objectifs personnels. Tout ceci constitue des éléments qui se rapportent au fonctionnement de l'entreprise et à sa culture, lesquels reposent sur les règles de fonctionnement, les objectifs, 1' innovation et le soutien. Les résultats de notre recherche de terra in révèlent quel' interaction entre les positionnements identitaires et le statut hiérarchique du salarié est plus discriminante pour expliquer l'engagement des salariésThe struggles of legi timacy and of forces inter-community present in New Caledoniaare not simple to analyze both from a societal point of view that organizational. They are part of a logic where ethnie cleavage and political clivide meet and intertwine. We tried to disentangle the skein to analyze inter-community interactions at the societal leve! and labour relations in the company. We have sought to show that the reproduction of the Caledonian complexity of individual and collective identity positioning within SLN influences the perception of organizational climate and mediates the effects of the climate of organization on the commitment to work and thecompany. This has led to raise iclentity a ppropriations that each individual is with the characteristics of its community, relying on simple as elements for example : the report at the time,the inter-inclividual soliclarity, the report to the author it y, the satisfaction of personal goals.All this constitutes elements that relate to the operation of the compan y and its culture, which is basee! on the ru les of operation, objecti ves, innovation and support. The results of our field research showed thal the interaction between iclentity sets a nd the hierarchical stat us of the employee is more discriminating to explain the commitment of employees
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Al, Qahtani Ali Falah A. "Relationships between intercultural contact and L2 motivation for a group of undergraduate Saudi students during their first year in the UK." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/8279/.
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Using the L2 Motivational Self System (Dörnyei (2005), this mixed methods approach study aimed to investigate two key issues. First, to investigate the possible relationships between prior levels of ICC and self-reported motivation to learn English among newly arrived (during their first month of arrival) undergraduate (pre-foundation) Saudi students in the United Kingdom. Second, to explore whether the reported motivational profiles (high Ideal L2 Self and strong Ought to L2 Self) on arrival help to explain the behaviour of a sample of new arrivals (4 participants) during their first year of study in terms of recognising and responding to ICC opportunities and L2 learning. The study began with a quantitative phase, using an online survey distributed to 257 new Saudi pre-foundation students across the UK in October 2012 to investigate their prior ICC and reported motivation to learn English (n = 257: 36 females and 221 males). Correlation analysis of the data revealed a relationship between the new Saudi arrivals' ICC and aspects of their L2 motivation. Regression analysis revealed that one construct of the L2MSS in particular (the Ideal L2 Self) had the strongest association with ICC, which suggested that prior ICC might have promoted the participants’ Ideal L2 Self. Furthermore, regression analysis revealed that Language Learning Attitudes were better predictor of the reported L2 learning effort than Ideal L2 Self and Ought to L2 Self, which may have indicated that the positive attitudes of the participants towards the L2 learning environment was based on their realisation of the importance attached to English for their future. Finally, Ought to L2 Self was a stronger predictor of the reported L2 learning effort than Ideal L2 Self, which may have underscored the importance of the collective nature of Saudi society where family expectations serve as a powerful source of motivation. A qualitative phase followed the quantitative phase when four study participants (males) were selected based on their representation of distinct motivational profiles: strong Ideal L2 Self and strong Ought to L2 Self (two participants for each). These were to be interviewed three times (November 2012, February 2013, and May 2013). Their distinct motivational profiles did not help to explain the behaviour of the participants as they all showed similar ICC behaviour and similar L2 learning behaviour. Instead, the analysis of the qualitative data suggested that a number of social, cultural, and personal issues may have had a stronger impact on the behaviour of the new Saudi sojourners than their Ideal L2 Self or Ought to L2 Self. In conclusion, the study strongly suggests the significance of being involved in ICC (direct or indirect) to give Saudi L2 learners reasons to study English and create a vision of themselves as future L2 users, which is likely to help them to establish and maintain their L2 motivation. Given the collective nature of Saudi society, English teachers and parents play a crucial role in encouraging and supporting L2 learners in such a process. Finally, the study suggested a number of cultural, social and personal issues that stakeholders and policymakers in study abroad programmes and in international universities need to pay close attention to in order to understand and help visiting students to make the most of their stay abroad.
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Ogan, Amy. "Supporting Learner Social Relationships with Enculturated Pedagogal Agents." Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/60.
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Embodied conversational agents put a “human” touch on intelligent tutoring systems by using conversation to support learning. When considering instruction in interpersonal domains, such as intercultural negotiation, the development of an interpersonal relationship with one’s pedagogical agent may play a significant role in learning. However, there is conflicting evidence in the literature both regarding the ability of agents to cultivate social relationships with humans, and their effect on learning. In this dissertation, I present a model of social dialog designed to affect learners’ interpersonal relations with virtual agents, a development process for creating social dialog, and empirical studies showing that this dialog has significant effects on learners’ perceptions of the agents and negotiation performance.
In early work, I explicitly prompted learners to have social goals for the interaction. I found that while students who reported social goals for interacting with the agents had significantly higher learning gains, explicit prompting was not effective at inducing these goals. I thus focused on implicit influence of learner goals, developing a model of social instructional dialog (SID) that integrates conversational strategies that are theorized to produce interpersonal effects on relationships. In two subsequent studies, an agent with the SID model engendered greater feelings of entitativity, shared perspective, and trust, suggesting that the model improved learner social relationships with the agent. Importantly, these effects transferred to other agents encountered later in the environment. The social dialog condition also made fewer errors and achieved more negotiation objectives in a subsequent negotiation than a control group, evidence that the improved social relationship lead to better negotiation performance. These findings regarding interpersonal relationships with agents contribute to the literature on learner-agent interactions, and can guide the future development of agents in social environments.
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Engström, Adam, and Frida Milemo. "A Swedish perspective on business relationships with Chinese companies : - A study of challenges with a geographical distance." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34370.
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As more Swedish companies are turning towards China, a common challenge when establishing sustainable business relationships with Chinese companies is the requirement to spend a lot of time locally, as the Chinese business culture usually focuses on building a personal relationship before the business relationship. This study will focus on the Swedish perspective on how to cope with these challenges from a geographical distance, as the authors seek to facilitate Swedish business in China. Through a qualitative research by interviewing eight Swedish managers, the authors found that there are different perceived challenges if the business relationship was established on site versus established from a distance. This study shows that for managers who lacks the resources to establish the business relationship on site, there is a lack of trust, respect and potential misunderstandings. These challenges can be overcomed by using a distributor or an agent for a fee. For the managers that possessed the resources to establish the relationship on site, other challenges appeared such as Guanxi and cross-cultural competence, but by paying attention to these challenges the managers could achieve trust, respect and avoid misunderstandings. These managers also needed an occasional local presence in order to manage the business relationship, which was due to Guanxi and that China is a high-context culture.
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Gates, Denise. "Exploring the superior-subordinate relationships of Caucasian American, African American, and Latino/A or Hispanic American women and men from the perspective of co-cultural theory /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137701.
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Hannula, Gustaf. "Monkey see, monkey do? An intercultural exploration of the dynamics between humans and non-human primates in a professional animal research setting." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/677.
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This thesis is an exploration of the perceptions of a group of humans in interaction with a group of non-human primates in a professional animal research setting. The study is a novel investigation in the field of intercultural relations, exploring the values and beliefs of a group of research employees, and the intercultural competence and sensitivity these employees model in their interactions with the animals they work with. A focus group was conducted at the Oregon National Primate Research Center and 8 individuals working with non-human primates were interviewed. They were asked a series of 15 open-ended questions in order to explore their identification and appreciation of cultural differences, as well as their general strategies for adapting to cultural difference in the context of an animal research setting. The results of this meeting reflect a range of perceptions, attitudes, and beliefs relative to culture and the possibility of an intercultural relationship between species.
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Jeong, Seongjung. "Relationships of cultural orientations to online public relations message preferences among United States and South Korean college students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2472.
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Rockley, Danielle N. I. "Contextually driven messages about gender : an ethnographic study on messages concerning traditional gender behaviors within work, education, romantic relationships, friendships, and exercise." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/823.
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This thesis focuses on messages concerning gender that are communicated within contemporary U.S. society. Research consisted of twelve ethnographic interviews with students between the ages of nineteen and twenty-seven from the University of the Pacific in Stockton, California. Society is ever changing and individuals learn rules and either comply, resist or try to change traditional gender behaviors. The social contexts in which an interaction takes places are where many messages concerning gender behavior are communicated. The five areas that this study researched include: work, education, romantic relationships, friendships, and exercise/sports. Work and education are contexts in which progress has occurred; women have the freedom to apply to jobs and schools of their choice. However, some jobs and majors are still male-dominated (i.e. math, science, and engineering majors). There was the most compliance with traditional gender behaviors in romantic relationships, friendships, and in exercise/sports.
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Kidenda, Thomas J. "A study of cultural variability and relational maintenance behaviors for international and domestic proximal and long distance interpersonal relationships." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3238/.
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This thesis examined 228 college students' reported use of relational maintenance behaviors and strategies and their reported perception of the degree of relational satisfaction and solidarity with the relational partners they chose to identify. The study gathered extensive data with the intention of primarily investigating the validity and reliability of measurement of relational maintenance behaviors across cultures with some attention to correlations between relationship maintenance behaviors, relationship satisfaction, and interpersonal solidarity. The study focused on refining previous measures of relationship maintenance behaviors in order to develop a comprehensive global measure. The study found that a linear combination of factors or relationship maintenance behaviors are related to relational satisfaction and interpersonal solidarity.
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Grau, de Pablos Tomás. "Intercambio cultural y producción de imaginario simbólico a través del medio del videojuego: el cao de las industrias japonesa y española." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/456234.
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En el contexto de las relaciones interculturales entre Japón, España y el resto de los mercados occidentales, pocos sectores han probado ser más activos y dinámicos que la electrónica de consumo, y dentro de ella, el sector de los videojuegos. Aunque reconocida desde un principio por su creatividad y por su carácter vanguardista, la presencia de videojuego japonés en los circuitos de distribución occidentales ha pasado por un complicado proceso histórico de adaptación que le ha llevado a tener desde una posición de liderazgo absoluta hasta una actual de marginación. En este proceso, han interferido multitud de factores, que incluyen condicionantes materiales (como el acceso a tecnologías innovadoras), un volumen específico de capital y el apoyo de firmas transnacionales que se han encargado de fomentar la exportación del producto local. Al mismo tiempo, participan factores de carácter discursivo que, al aplicar categorías prescriptivas a la producción cultural del medio, han acabado delimitando algunos fórmulas y resortes mecánicos a nichos de consumo especializados.
A lo largo de esta investigación, me he propuesto dilucidar los aspectos clave sobre los cuales se ha dado lugar a estos criterios de diferenciación, y confirmar que su presencia en el lenguaje de la industria afecta no solo a la percepción del videojuego en los medios de comunicación especializados, sino también a las mismas decisiones económicas de sus actores principales. Mediante la elaboración de una historia cultural dedicada a seguir el trazado de los principales procesos económicos y empresariales de la industria, junto al estudio de las fórmulas discursivas empleadas a lo largo de ella y enunciadas tanto por observadores como por participantes, espero poder clasificar estos procesos en función al efecto que han tenido a la hora de definir y delimitar una experiencia lúdica propia la cultura japonesa. La descripción de este proceso me permitirá corroborar que los procesos creativos, artísticos y económicos de la industria se ven mediatizados por imágenes y resortes discursivos que inciden en la naturaleza singular o única de Japón en tanto que entidad cultural.In the context of the intercultural relationships between Japan, Spain and most Western markets, few sectors have proven so dynamic and active as those originated within the area of consumer electronics, particularly video games. Besides being recognized since the beginning their creativeness within the gaming industry, Japanese video games have gone through an arduous process of adaptation that has led them to both industrial leadership and their current, marginal condition. During this process, several factors have intervened, which include material conditions (such as access to innovative technologies), specific volumes of capital and the presence of transnational firms that have helped export their local products overseas. At the same time, several discursive factors such as prescriptive categories around the classification of video games and of several mechanical and aesthetic traits, have contributed towards the marginalization of various forms of play within the industry itself. Throughout this research, I have attempted to study and clarify which key aspects have influenced the most towards the creation of these differentiation criteria, and confirm whether their presence in specialized outlets and within the industry itself has not only affected the way in which games are talked about, but also the way in which business decisions are made. Throughout the creation of a cultural history that follows the development of several economic and industrial processes while pairing them with discursive formations that were being articulated at the time, I intend to find out whether their evolution has eventually led towards the definitions of particular kinds of ludic experiences as essentially Japanese. The description of this process will also allow me to confirm that several creative, artistic and economic processes of the industry are mediated by cultural perceptions that pertain directly to the uniqueness and singularity of Japan as a cultural entity.
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de, Silva Moira Eilona Margaret. "Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15828.
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Cooperative learning is a pedagogic approach that is prevalent in all levels of education as it is seen to yield higher learning outcomes than individual learning (Johnson & Johnson, 2009). In the global university, it is believed to have the potential of increasing intercultural contact since students work together in small groups to conduct projects related to their discipline. The assumption is that students will learn the intercultural skills they need for an interconnected world by studying and learning in groups with linguistically and ethnically diverse others (Association of Community Colleges Canada, 2010). Although cooperative learning is based on social interdependence in which group members work together for the mutual benefit of their group, there has been very little research conducted into the relationships that the group members actually have with each other. It is the aim of this study to examine these relationships and find out their impacts on cooperative learning experiences. Drawing upon insights from pragmatism and dialogism, in this thesis, learning is conceptualised as an embodied, socially situated, and relational process. This means that the key to learning is the relationships that learners can construct with others. An integral part of forming relationships is the negotiation of identities in which people see themselves and others as certain kinds of people. In learning in cooperative groups, the ability to negotiate legitimate, competent identities is regarded as essential. For this reason, the study reported in this thesis uses a view of identity as socially constructed as a lens though which to analyse relationships in cooperative learning. The study focuses on the experiences of 12 students participating in group learning projects in first year business courses. Narrative inquiry is the methodology used as it is ideal for highlighting the complexities in human relationships and issues of power. The narratives of four international, four Canadian immigrant, and four Canadian-born students are analysed. A key finding from the analysis is that the relationship students are able to negotiate in cooperative groups and the types of identities they are able to construct with others strongly impacts their learning. There appeared to be a hierarchical order to student identities in groups with Canadian-born students assuming more powerful identities. Frequently these students are results oriented showing only interest in achieving high marks in their group projects. This leads to an absence of emotional connectedness amongst students and a disregard for the process aspect of working together which is core to cooperative learning. The thesis concludes with a discussion of the ways that cooperative learning could be changed to make it more process oriented. Finally, I make recommendations for further research which can build on the findings from this study.
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Huang, Yuelu. "Intercultural competence and international business relationship development." Thesis, Staffordshire University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431503.
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Zimmerman, Aine K. "Estranged Bedfellows: German-Jewish Love Stories in Contemporary German Literature and Film." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1218765995.
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Thesis (Ph. D. )--University of Cincinnati, 2008.Advisors: Dr. Katharina Gerstenberger (Committee Chair), Dr. Todd Herzog (Committee Member), Dr. Sara Friedrichsmeyer (Committee Member) Title from electronic thesis title page (viewed Oct. 4, 2008). Includes abstract. Keywords: German-Jewish relations; German-Jewish love stories; intercultural relationships; Holocaust studies; Holocaust legacy; normalization; contemporary German literature; contemporary German film; negative symbiosis Includes bibliographical references.
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Jugé-Pini, Isabelle. "Le mécanisme du choix de l’allemand : entre raison et sentiments." Thesis, Mulhouse, 2018. http://www.theses.fr/2018MULH0639.
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Le présent travail de recherche porte sur le mécanisme du choix de l’allemand par le publicscolaire. Le manque d’attractivité de la langue du partenaire privilégié de la France pose laquestion de sa promotion auprès des élèves français. En dépit des besoins linguistiques et del’étroitesse des relations franco-allemandes, les effectifs des élèves germanistes ne cessent dechuter depuis une vingtaine d’années. La désaffection des jeunes Français pour l’apprentissagede la langue allemande constitue un paradoxe fondamental.L’étude repose sur l’examen des déclarations officielles et des actions mises en place poursoutenir l’apprentissage de la langue du partenaire afin d’évaluer l’impact des supports depromotion sur les élèves français. Une enquête fut menée à partir de questionnaires autoadministrésauprès de cinq cent soixante-dix-neuf professeurs, lycéens hispanisants, lycéensgermanistes et leurs parents dans l’académie d’Orléans-Tours. Une analyse compréhensive,quantitative et qualitative révèle : a) le déficit d’information sur l’Allemagne ; b) les sentimentsnégatifs associés au pays partenaire ; c) le mécanisme affectif du non-choix de l’allemand auprofit de l’espagnol.La recherche démontre que : a) l’apprentissage de l’allemand souffre du déficit d’image(s) del’Allemagne auprès du public scolaire observé ; b) les représentations socioculturellesinfluencent le choix linguistique ; c) la profondeur de l’ancrage de l’entente franco-allemandedans la société civile constitue un malentendu ; d) la transmission intergénérationnelle dutraumatisme national des conflits passés est un facteur inhibant ; e) le rôle des émotions dans lemécanisme du choix de la langue vivante étrangère est sous-estimé.Le positionnement des élèves envers l’Allemagne, sa langue et sa culture n’est pas anecdotiquemais représentatif de leur choix linguistique. Le savoir formel interagit avec le savoir informelde l’environnement familial, sociétal et médiatique au détriment de la langue allemande.Entre raison et sentiments, des pistes de réflexion sont proposées afin de dépassionner le choixde la langue de « l’ami héréditaire ». La prise en compte des facteurs émotionnels et la mise enplace d’un accompagnement interculturel dans le cadre éducatif permettraient de dépasser lesfrontières symboliques psycho-affectives, socioculturelles, collectives et personnellesThis research work deals with the reasons why French students do not choose to learn Germanand tries to find out what makes the German language unattractive. Thus one tackles thequestion of promoting German among young pupils. Despite of linguistic needs and closerelationships between France and Germany, the number of pupils studying German hasconstantly decreased for twenty years. The loss of affection of French students for learning thelanguage of France privileged partner constitutes a fundamental paradox.The study focuses on the official statements and the actions put in place to support the learningof German to estimate the impact of the rhetoric of promotion on high school students. A surveyhas been conducted among 579 teachers, high school students studying German, their parentsand high school students studying Spanish in the “académie” of Orléans-Tours (Educationaldistrict). Comprehensive, quantitative and qualitative analysis reveals: a) the lack ofinformation on Germany; b) negative feelings associated with Germany; c) the mechanism ofthe non-choice of German to the benefit of Spanish.The research work concludes that: a) learning German suffers from Germany's poor imageamong young people; b) the survival of negative representations influences the linguisticchoice; c) the Franco-German understanding in the civil society is a misunderstanding; d) theintergenerational transmission of the national trauma of past conflicts is an inhibiting factor; e)the influence of emotions is underestimated in the mechanism of the choice of a foreignlanguage. The pupils’ way of thinking about Germany, its language and culture is not anecdotalbut rather representative of their choice to study other languages. Formal knowledge interactswith informal knowledge they get from their family, society and media environment to thedetriment of choosing German.Between objective reasons and affection, research avenues are proposed to take the heat outof the choice of the “hereditary friend’s” language. Therefore, taking into account emotionalfactors and intercultural support, French students should overcome symbolic psycho-emotional,socio-cultural, collective and personal boundaries
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Afsharchi, Fedra. "La nouvelle en didactique du persan « parlé-quotidien » : enjeux linguistiques et interculturels." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA103.
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Cette thèse s’inscrit dans la didactique des langues et des cultures étrangères ; il s’agit d’une recherche sur un enseignement du persan quotidien qui repose sur la nouvelle, en tant que lieu d’échanges interculturels. Justifiant, en premier lieu, pour le persan l’hypothèse de la diglossie, cette thèse montre que ce concept ne peut pas se concevoir sans considérer les différents paramètres socioculturels qui conditionnent l’emploi de chacune des deux variétés linguistiques : le persan quotidien et le persan littéral. La diglossie, la double relation de la langue et de la culture et par la suite l’étude du corpus des manuels de persan nous ont confortée dans notre réflexion sur la nécessité de réviser l’enseignement du persan « parlé-quotidien » et la présentation de la diversité culturelle en Iran. Cette recherche s’interroge sur l’impact du choix de la nouvelle littéraire pour la didactique du persan « parlé-quotidien » et sur son aptitude à susciter des interactions verbales interculturelles. La thèse pose qu’un élément concret ou un thème bien choisi dans une nouvelle, peut amener les apprenants à prendre la parole. Ce rôle tient à la présence, dans ce même ensemble textuel, d’éléments culturels saisissables. Ce choix didactique s’accompagne d’une sélection iconographique d’images destinées à attirer l’attention des apprenants sur le contenu de la nouvelle et sur les aspects culturels qu’elle véhicule. Nous nous proposons également d’étudier si la posture de l’enseignant et les relations interpersonnelles enseignant/apprenant sont interdépendantes et influencent le désir d’apprendre et de communiquer chez l’apprenant dans le contexte de l’enseignement du persan. Nous avons mis en place un projet didactique auprès d’étudiants en deuxième années de licence en langue et civilisation persanes à l’Institut national des Langues et Civilisations orientales, afin de vérifier ces idées. L’analyse des données enregistrées permet de présenter comment nous avons appliqué nos concepts et nos propositions. Elle est révélatrice de l’émergence d’une dynamique conversationnelle et interculturelle en classe et confirme ainsi nos hypothèses didactiques sur l’emploi de la nouvelle en classe de persan langue étrangèreThis thesis is in the field of teaching foreign language and culture. It represents a research on teaching ‘‘everyday Persian’’ based on short story as a place of intercultural exchanges. Applying the diglossia hypothesis to Persian, this dissertation demonstrates that this concept cannot overlook different sociocultural parameters which determine the use of two linguistic varieties: ‘‘everyday Persian’’ and ‘‘formal Persian’’. The diglossia, the mutual relation between language and culture and the study of Persian textbooks corpus have convinced us that teaching ‘‘spoken everyday Persian’’ and the presentation of cultural diversity in Iran need to be revised. This research examines the impact of using short stories on teaching ‘‘spoken everyday Persian’’ and also its efficacy to stimulate intercultural verbal interactions. The thesis raises if a concrete element or a well chosen theme in a short story can lead learners to speak. This role requires the seizable cultural elements in this very text. This educational choice is associated with an iconographical study of some selected illustrations intended to attract learners’ attention to the content of the short story and the cultural aspects it conveys. Another purpose of this research is to figure out whether the teacher’s posture, communication behaviours and the teacher/learner interpersonal relationships are interdependent and if they have any impact on the learner’s desire to learn and communicate in the context of teaching Persian. To verify these hypotheses, an educational project for the second year-students of Persian language and civilization at the National Institute of Oriental Languages and Civilizations was implemented. Analysis of recorded data can show how our concepts and proposals were applied. It is indicative of the emergence of a conversational and intercultural dynamics in the classroom and confirms our hypotheses regarding the use of Persian short stories in teaching Persian as a foreign language
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Brunner, Jason M. "Relationship building in a cross-cultural setting : the importance of intercultural competence." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3750.
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Garrison, Meredith A. "The Relationship Between Intercultural Communication Experience and College Persistence Among First Generation Appalachian Students." UKnowledge, 2014. http://uknowledge.uky.edu/comm_etds/31.
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This study seeks to explore the relationship between intercultural communication experiences and college persistence in first-generation college students from the Central Appalachian region. Because Appalachia has a rich and unique culture, which is often misunderstood, the literature review seeks to establish a basis for studying this relationship as a way to understand the multi-dimensional nature of low-educational attainment in the Appalachian region, particularly Eastern Kentucky, Tennessee, Virginia, and West Virginia. Using a survey-based quantitative method this study examines Appalachian first generation students attending college as an intercultural communication process through the frame of acculturation theory. Specifically, the study seeks information about the students’ previous intercultural communication experiences, cultural identity, intercultural sensitivity, and college persistence. This study attempts to predict first generation, Appalachian students’ college persistence with their previous intercultural communication experiences, cultural identity, and intercultural sensitivity.
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Ferguson, Daniel Timothy. "The relationship between a pre-departure training program and its participants' intercultural communication competence." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/3791.
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Self-reported behaviorally-based intercultural communication competence inventories are one way to understand the relationship between a pre-departure training program and its participants' intercultural communication competence (ICC). One such inventory, called the Cross- Cultural Adaptability Inventory (CCAI), was chosen to explore this relationship.
This research sought to confirm or reject the following three hypotheses: 1) experimental subjects will demonstrate higher levels of ICC than control subjects, 2) experimental subjects will demonstrate higher levels of ICC after they take the pre-departure class at Walla Walla College, and 3) there will be relationships among all subjects' ICC and the demographic variables involved in this research. Fifty seven subjects from Walla Walla College participated in the research, 23 as experimental subjects, and 34 as control subjects. Experimental subjects took the cross-cultural ministry class at Walla Walla College and were given the inventory twice, once before and once after the course. Control subjects had never been SMs, had not taken any previous pre-departure training, and were administered the inventory once.
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French, Cora L. "The Relationship of Intercultural Sensitivity to Extension Agents' Cross-cultural Experiences and Other Factors." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586832.
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O'Connor, Lucy. "'Tír na Scáile' (Shadowlands) : an exploration into the intercultural dimension of the therapeutic relationship." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/14419/.
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This study is concerned with the intercultural dimension of the therapeutic relationship, the main research question being: “How, in an English context, is the therapeutic work between a ‘white’ Irish client and a white English therapist/counsellor conceptualized or understood?” Due to a tendency in transcultural literature, training, research and practice to define racial and ethnic difference in terms of skin ‘colour’, underlying historical, socioeconomic and political racialization processes have remained largely unexamined. In addressing this gap, the study specifically explores the transgenerational impact of a joint colonial history on the present-day therapeutic relationship between ‘white’ Irish clients and white English therapists/counsellors from a client perspective. The ‘white’ Irish clients’ lived experiences, perceptions and understanding of cultural difference at interweaving societal, interpersonal and intrapsychic relational levels were captured. Using a constructivist grounded-theory approach, a cooperative inquiry was undertaken with seven ‘white’ Irish therapists/counsellors who lived and had therapy in England. The data were systematically analysed to produce findings grounded in the clients’ words and lived experiences. The findings were presented to a group of white English therapists/counsellors during the course of a dialogic workshop. They indicate that the historical-colonial relational dynamics and the legacy of the associated racialization processes live on unacknowledged in the present-day therapeutic relationship between the ex-colonized and ex-colonizer. The findings have implications for training, research and practice. They clearly indicate that the experience and effect of felt racial and ethnic difference reach far ‘beneath’ that which is perceived. Particularly significant was the identified need to reexamine constructs such as ‘race’, ‘colour’, ‘white’, ‘black’, ‘difference’ in light of the deeper historical, socioeconomic and political processes that produce them. Importantly, the study highlights the need for psychotherapists/counsellors to incorporate the greater cultural and historical context, together with its inherent power processes and structures, into the conceptualization of their client work. In doing so, the capacity to integrate information from multiple disciplines is deemed essential.
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Chaarani, Majeda. "Educations familiales et dynamiques identitaires et interculturelles au Liban- Philosophie de la différence et question de l’identité entre vie privée et environnement socioculturel et politique." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20127.
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16 familles libanaises (père, mère, et jeune), ont été l’objet d’une étude rétrospective, non aléatoire, afin d’explorer les notions de transmission et de dynamique identitaires, en relation avec les diverses éducations familiales. Les critères d’inclusion furent la cohésion familiale, et le niveau d’instruction des jeunes, supérieur ou égal au Baccalauréat. Les familles étaient choisies selon les principales communautés structurales d’une société pluricommunautaire, à savoir la société libanaise (et plus particulièrement, les communautés confessionnelles, géographiques, et socioéconomiques).L’analyse compréhensive et interprétative des données collectées, suivit une méthodologie de type qualitatif, selon la méthode de théorisation ancrée : 1) établissement de repères interprétatifs initiaux ; 2) co-construction de sens ; 3) analyse inductive / déductive ; 4) catégorisation en cours d’analyse de diverses conceptualisations ; 5) modélisation de ces catégories conceptualisantes en deux étapes (bidimensionnelle, et tridimensionnelle), et dont le résultat fut une modélisation théorique de l’identité individuelle ; 6) usage de cette modélisation afin de proposer une approche originale des transmissions identitaires et des dynamiques identitaires et interculturelles ; et 7) ultimement de dégager une théorisation sur « le cristal interculturel imparfait » (C.I.I.), et sur ses éventuelles et potentielles, applications et implications, en particulier, sur le plan éducatif. Le principal repère interprétatif initial personnel fut dégagé du terme arabe « oumour » : une représentation en termes temporels de l’Existence. Les principales conceptualisations que cette étude permit de catégoriser, sont : 1) la distinction entre trois formes d’appartenance : les identités existentielles, l’identité essentielle liée au sexe (gender), et l’identité nécessaire liée au « oumour » ; 2) la structure tripartite des appartenances existentielles, du fait de la double influence qu’y exercent la famille et la société ; 3) l’individualisation d’un troisième cercle intermédiaire d’appartenance, entre les cercles, privé, et public, qui est le cercle de la « assabiyya » ; 4) le caractère incomplet de chacun des trois cercles d’appartenances ; et 5) le concept de « dynamique identitaire nécessaire » (D.I.N.), qui est la somme indissociable de deux mouvements identitaires nécessaires. Quant à la théorisation du ʺcristal interculturel imparfaitʺ, celle-ci correspond à une simplification, dans un but didactique, de notre compréhension de la structuration de l’identité individuelle, de sa transmission, et de sa dynamique. Elle s’appuie sur deux notions fondamentales : 1) les souscomposantes identitaires, ou particules élémentaires de ce cristal imparfait ; et 2) D.I.N. de l’être, qui dynamise le tout, à travers des processus internes de rationalisation et de relativisation. L’approche interculturelle tient une place de choix, dans cette théorisation, eu égard la compréhension de la transmission et de la dynamique, identitaires. Si bien que l’altérité, se présente comme étant la relation élémentaire de cette structuration. Et dont l’approche use de façon combinée, interactive et obligatoire de trois logiques distinctes : 1) la logique intersubjective et existentielle ; 2) la logique subjective et essentielle ; et 3) la logique nécessaire, quant au sens que donne l’être à son existence, et qui est liée à son « oumour » (à sa D.I.N.)16 Lebanese families (father, mother and youth) have been the subject of a retrospective, non-randomized study, to explore notions of identity transmission and dynamics, in relation to the various family educations. Inclusion criteria were family cohesion and the level of youth instruction level, greater than or equal to High School. Families were selected according to the main structural communities in a multi communitarian society, namely the Lebanese society (specifically: confessional, geographic, and socioeconomic communities). The comprehensive and interpretative analysis of data collected, followed a qualitative methodology, according to the grounded theory method: 1) establishment of initial interpretive markers; 2) co-construction of meaning; 3) inductive / deductive analysis; 4) categorization, while analysis is in progress, of various conceptualizations; 5) modeling of these conceptualizing categories in two stages (two-dimensional and three dimensional), the result of which was a theoretical modeling of individual identity; 6) use of this model to propose an original approach o identity transmissions, and identity and intercultural dynamics; and 7) ultimately to reach a theorization about the “intercultural imperfect crystal”, (I.I.C.), and about its eventual and potential applications and implications, especially in terms of education. The main initial interpretive and personal landmark, was that of the Arabic word of “oumour”: a representation, in temporal terms, of Existence. The main conceptualizations that this study made it possible to categorize, were: 1) the distinction between three forms of belonging: the existential identities, the essential gender-related identity, and the necessary “oumour”-related identity; 2) the tripartite structure of existential belongings, due to the double influence carried on by the family and the society; 3) the individualization of a third intermediate circle of belonging, between the private and public, circles, which is the circle of “assabiyya”; 4) the incompleteness of each of the three circles of belonging; and 5) the concept of “necessary identity dynamics” (N.I.D.), which is the sum of two inseparable necessary identity movements. As for the theorization of the “intercultural imperfect crystal”, this corresponds to a simplification, for didactic purposes, of our understanding of the structuring of individual identity, of its transmission, and of its dynamics. It is based on two fundamental concepts: 1) identity subcomponents, or elementary particles of this imperfect crystal; and 2) the N.I.D. of the being, that “dynamizes” the whole, through internal processes of rationalization and “relativization”. The intercultural approach is prominent in this theory, on regard of the understanding of the identity transmission and dynamics.That’s why otherness is presented as the elementary relationship of this structure. And whose approach is characterized by its combined, interactive and mandatory use of three distinct logics: 1) the inter-subjective and existential logic; 2) the subjective and essential logic; and 3) the necessary logic, as to the meaning, that the individual gives to his being, and which is related to his “oumour” (his N.I.D.)
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Pabon, A. (Alfredo). "History teaching as an ideological battlefield:a study on the Puerto Rico and the United States’ relationship as represented in the Puerto Rican history textbooks." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201311151858.
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The focus of my study is on two history textbooks intended for the 7th grade, one retired from the Puerto RicanDepartment of Education (PRDE) in 2002, titled “Puerto Rico: Tierra Adentro, Mar Afuera” (Picó & Rivera, 1991) and the textbook that replaced it, “Historia y Geografía de Puerto Rico 7” (Cardona, Mafuz, Rodríguez, et al. 2002), currently in use within of the PRDE. Using critical pedagogy as my theoretical lenses, I analyzed how the Puerto Rico-United States historical relationship is conceptualized within these two history textbooks, released under the administration of two different political parties. The historical events chosen for analysis match the beginning of the Puerto Rican-United States’ political relations until its current state of affairs. These events are: the United States’ invasion to Puerto Rico in 1898; the Foraker Act of 1900; the Jones Act of 1917; and the Organic Law 600 (or “Estado Libre Asociado”) in 1952, which defines today’s political relations between the two countries. I refer to the work of three historians (Alegría et al, 1988; Silvestrini & Luque de Sánchez, 1988; and Scarano, 2000) as a mirror to explore how the events are conceptualized within the analyzed textbooks and how these are conceived and written by historians. I analyzed the selected textbooks utilizing the Norman Fairclough’s (1989, 2003) approach to critical discourse analysis. Critical discourse analysis (CDA) is the study of written and spoken texts to reveal the discursive sources of power, dominance, inequality and bias. I compared how the selected historical events are described within the work of Puerto Rican historians, versus how these are conceptualized within the textbooks selected for analysis. During the process I examined the wording used, events included, events omitted, and the nature and extent of details provided for each, among other linguistic features. The analysis suggest that the conceptualization of the Hispanic-American War and the 54 years after US invasion to Puerto Rico correlates to the political agenda of the political parties in power at the moment of the production of each history textbook. Moreover, I aimed to explore how the conceptualization of the PR-US relations might participate in the self- destructive discourses among the Puerto Rican population, as identified by other researchers on the field of psychology and sociologyMi estudio analiza dos libros de texto para estudiantes del 7mo grado, uno retirado del Departamento de Educación de Puerto Rico (DEPR) en año 2002, titulado “Puerto Rico: Tierra Adentro, Mar Afuera” (Picó & Rivera, 1991) y el texto que le remplazó, “Historia y Geografía de Puerto Rico 7” (Cardona, Mafuz, Rodríguez, et al. 2002), actualmente en uso dentro del DEPR. Utilizando la pedagogía crítica como el marco teórico de mi investigación, analizo cómo se conceptualiza la relación histórica entre Puerto Rico y Estados Unidos en ambos libros de texto, ambos distribuidos bajo la administración política de partidos políticos diferentes. Los eventos históricos analizados pretenden abarcar el comienzo de las relaciones políticas entre ambos países hasta su relación actual. Estos eventos son: La guerra Hispano-Americana en 1898; la Ley Foraker, en 1900; la Ley Jones, de 1917; y la Ley Orgánica 600 (o “Estado Libre Asociado”) en 1952. Como ventana hacia los eventos históricos analizados, me refiero al trabajo de tres historiadores puertorriqueños (Alegría et al, 1988; Silvestrini & Luque de Sánchez, 1988; y Scarano, 2000) y comparo cómo estos eventos son escritos y conceptualizados por historiadores, versus cómo son representados en los libros de texto escolares. El análisis se llevó a cabo utilizando el modelo de análisis de discurso crítico de Norman Fairclough (1989, 2003). Análisis del discurso crítico es es el estudio de texto escrito o hablado a fin de de-construir discursos de poder, dominancia, inequidad y prejuicio. Durante el proceso se examinó el lenguaje utilizado en ambos textos, eventos incluidos, eventos omitidos, y la naturaleza y detalles provistos para cada uno de ellos, entre otras características lingüísticas. El estudio sugiere que la conceptualización de la Guerra Hispano-Americana y los 54 años posteriores a la invasión estadounidense en Puerto Rico están correlacionados con la agenda política de los partidos políticos en el poder al momento de la distribución de los libros de texto analizados. Adicionalmente, exploro cómo la percepción de las relaciones políticas entre PR y EEUU pudiera participar en discursos auto-destructivos presentes en la población puertorriqueña, como han identificado otros investigadores en el campo de la psicología y la sociología
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Villalobos-Sal, Andres. "Culture shock and its relationship with the intercultural effectiveness of organizational leaders in the pharmaceutical industry." Thesis, Indiana Wesleyan University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129768.
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Social contact and geographical movement have been widely studied since ancient times. Conducting business across cultures and expatriation are becoming more popular and ry. As a result of those cultural interactions, individuals face multiple challenges, changes, and social encounters with people from other countries and cultures. The challenges are even greater when those individuals are organizational leaders leading companies or departments in foreign countries. Changes in emotional and professional adjustment to a new country could lead to a serious culture shock process. Literature on culture shock and cultural adjustment shows that individuals could face adverse psychological consequences as a result of failing to adjust to the new culture (Hofstede, 1980; Mendenhall, Bird, Oddou, & Stevens, 2008; Oberg, 1960). This mixed-methods research studies whether culture shock relates to intercultural effectiveness of organizational leaders who are Spanish nationals working in the pharmaceutical industry in the United States (U.S.). Research instruments measure the organizational leader’s level of intercultural effectiveness, and the degree to which the leader is experiencing culture shock. Quantitative data was collected using the Intercultural Effectiveness Scale (Mendenhall et al., 2008), and the Culture Shock Adaptation Inventory II (Juffer, 1985). Qualitative data was collected from in-depth interviews via e-mail to document the experience of Spanish organizational leaders working as expatriates in the pharmaceutical industry in the U.S.
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Liu, Shuo. "Exploring Gender Role Communication in Chinese International Student Couples." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162645582289654.
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Al, Swaidan Raneem Saleh Abdul Rahman. "Language and culture: representations of English-speaking cultures in 1st year secondary english language coursebooks in the Kingdom of Saudi Arabia." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/12081.
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Filip, Svensson. "Language and Culture : A Study about the Relationship between Postcolonial Literature and Intercultural Competence in the EFL Classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44147.
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Abstract The purpose of this study was to ascertain to what extent English teachers at the upper secondary level in Sweden use postcolonial literature in their teaching and in that case if it is used in order to teach intercultural competence. The reason for this was the claim that there is a strong connection between postcolonial literature and intercultural competence as well as between postcolonial literature and the curriculum for the upper secondary school, and specifically the English courses. The primary material used was gathered through interviews involving teachers working at an upper secondary school in the southern part of Kronobergs Län. Three out of five interviewees did use postcolonial literature and the main reason was that it provides a platform for students to learn about different cultures and societies in areas in the world where English is used. It also turned out that certain authors were used more frequently than others, namely J.M. Coetzee, Chinua Achebe and Doris Lessing. The theoretical basis for this essay has been the notion of intercultural competence, especially linked with language teaching. Developing intercultural competence provides students with the possibility of gaining increased understanding of different cultures, something that seems to be immensely important in a Swedish school system where the classrooms are becoming more and more multicultural. It is argued here that postcolonial literature lends itself particularly well when it comes to the combination of language- and culture didactics and teachers’ responses in the interviews have given reason to believe that this is in fact so.
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Pohl, Mark. "An investigation of the relationship between Christian spirituality and the intercultural effectiveness of academic leaders in Christian higher education." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716649.
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This study examined the extent to which a relationship exists between Christian spirituality and the intercultural effectiveness of academic leaders in Christian higher education. The study utilized a sequential mixed methods approach, with two quantitative surveys administered first, followed by a qualitative open-ended e-mail survey in order to delve deeper into the quantitative findings and answer the research questions. Thirty-four academic leaders responded to the quantitative surveys for a response rate of 51.5%, and eight academic leaders were purposefully selected for the subsequent qualitative survey. No statistically strong relationships between Christian spirituality and intercultural effectiveness were found in this investigation. The quantitative research found Awareness of God to have a slight moderate relationship with interpersonal engagement, and instability was found to have a slight negative moderate relationship with hardiness. Subsequently, eight academic leaders participated in the qualitative research that further explained some relationship between Christian spirituality and intercultural effectiveness in the context of Christian higher education.
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Cartwright, Chris Taylor. "Assessing the Relationship Between Intercultural Competence and Leadership Styles: An Empirical Study of International Fulbright Students in the U.S." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/759.
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As U.S. higher education institutions strive to educate students to meet the needs of an increasingly complex world, there is great importance in studying the interplay between leadership and culture to enhance preparation of global-ready graduates. This inquiry examines the relationship between intercultural competence and leadership styles. The construct of intercultural competence focuses on effectiveness in engaging people across cultural differences, while the construct of leadership style or "connective leadership" focuses on the achieving styles employed to engage diverse followers. The Fulbright International Student Program offers an unparalleled opportunity to examine the dynamic interplay of intercultural and leadership development. More than 100 participants were surveyed using the Intercultural Effectiveness Scale and Achieving Styles Inventory psychometric instruments. Statistically significant correlations emerged between intercultural competence and connective leadership across four critical themes: individual development, the Fulbright Program, international education, and higher education. Overall, multiple leadership styles can be achieved through curiosity and continuous learning about cultural differences. Implications for individual learning and organizational development are discussed.
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Zhao, Xinjiletu. "Démarches interculturelles et construction de la relation altéritaire et subjective. Récit d'une expérience en classe de FLE dans un lycée à Shanghai." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAL020.
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Cette thèse est une histoire dans laquelle le chercheur est impliqué personnellement, intellectuellement et émotionnellement. Le terme « histoire » est approprié car il y a une mise en abîme entre l’expérience de vie du chercheur et le sujet de cette thèse. Elle présente essentiellement une aventure didactique du FLE dans un lycée de Shanghai, en Chine, et cette aventure gravite autour d’un mot clé – « interculturel ». J’ai mené une enquête ethnographique, dans une démarche de recherche-action, pendant 10 mois, au lycée Guangming de Shanghai, où le français est enseigné comme LV1. Quelles sont les différentes mesures pour concrétiser une approche dite interculturelle en cours de FLE dans un contexte scolaire chinois ? À quel point l’interculturel peut-il sensibilisé les élève à la richesse de la diversité culturelle et faire de la langue cible une langue de valeur ? De quelle manière la démarche interculturelle favorise-t-elle une démarche de décentration et aborde-t-elle l’altérité dans une perspective d’« humanisme du divers » ? La narration, la description et la réflexion du chercheur à propos de ses expériences d’enseignement du FLE vont éclaircir ces questionnements. Se déroulant dans un contexte particulier, cette histoire repose sur une étude ethnographique qui montre les caractéristiques spécifiques d’un lycée chinois et du système scolaire chinois. Dans cet esprit, une tentative d’anthropologisation de l’éducation a été faite pour une mise en relation entre la culture chinoise et des pratiques interculturelles. Cette thèse revient sur les acteurs principaux de l’histoire, les élèves et le chercheur lui-même. Quelle est la répercussion de la pratique interculturelle chez les élèves ? En quoi cette démarche pédagogique a-t-elle provoqué un changement réflexif chez les apprenants de FLE ? Les réponses à ces questions seront explicitées à travers l’analyse thématique des entretiens et l’écriture réflexive des élèves. Dans quelle mesure le travail de recherche a-t-il favorisé une découverte et un renouvellement de soi pour le chercheur ? Cela sera explicité à la fin de cette histoire dans laquelle le chercheur a cheminé vers lui-même et a fait une expérience de la découverte progressive de son identité. Les dimensions ethnographique, didactique, personnelle et réflexive sont donc les divers éléments qui constituent cette histoireThis thesis is a story in which the researcher is involved personally, intellectually and emotionally. "Story" is the appropriate term because the researcher’s life experience and the topic of this thesis are closely tied up. It essentially presents a teaching adventure of French as a foreign language (FFL) in a high school in Shanghai (China), an adventure that has the term "intercultural" as its keyword. For 10 months, I conducted an ethnographic study from a research-action approach at Lycée Guangming de Shanghai, where French is taught as the first foreign language. What are the different measures to implement a so-called intercultural approach within an FLL course in a Chinese school context? How can interculturality raise the students' awareness of the richness of cultural diversity and make the target language a valuable language? In what way does the intercultural approach promote a process of decentralization and present otherness from a perspective of "humanism of diversity"? The researcher’s storytelling, description and reflection on his teaching experiences in the FLL classroom will shed light on these issues. Within a particular cultural context, this story is based on an ethnographic study that shows the specific characteristics of a Chinese high school and the Chinese school system. An attempt to “anthropologize” the education to link the Chinese culture with intercultural practices has been made. This thesis also focuses on the main characters of this story: the students and the researcher himself. What impact does intercultural practice have on students? In what way has this pedagogical approach caused a reflective change in FFL learners? The answers to these questions will be addressed through the thematic analysis of the interviews and the students’ reflective writing. To what extent did the research work entail a process of self-discovery and self-renewal for the researcher? This will be explained at the end of this story in which the researcher has reflected upon himself and progressively discovered his identity. The ethnographic, educational, personal and reflective dimensions are, hence, the different elements that build up this story
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Cañuelo, Sarrión Susana. "Cine, literatura y traducción: análisis de la recepción cultural de España en Alemania en el marco europeo (1975-2000)." Doctoral thesis, Universitat Pompeu Fabra, 2008. http://hdl.handle.net/10803/7590.
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Cuando una obra literaria es trasladada a la gran pantalla y tanto la película resultante como la propia obra literaria se traducen a otro idioma, se crea entre el sistema emisor y el receptor un nexo de intercambio cultural en el cual intervienen varias formas de transferencia: la traducción literaria, la traducción audiovisual y la adaptación cinematográfica. La combinación de estas formas de trasvase constituye un fenómeno especialmente ilustrativo de las relaciones interculturales entre sistemas. A partir de esta hipótesis y tomando como marco epistemológico la teoría de los polisistemas, se ha desarrollado un modelo de análisis que permite estudiar de forma sistemática la combinación de estos trasvases y su papel en el intercambio cultural. Dicho constructo teórico se ha aplicado a un corpus de adaptaciones cinematográficas españolas y su recepción en Alemania en el período 1975-2000 con el objetivo de analizar las relaciones interculturales hispano-germanas que se dan a través del cine y la literatura.When a literary work is transferred to the screen and both the resulting movie and the literary work itself are translated into another language, an intercultural connection arises, where various transfer forms take place: literary translation, audiovisual translation and film adaptation. The combination of these three transfer forms establishes a very illustrative phenomenon of the intercultural relationships between systems. On the basis of this assumption and using Polysystem Theory as apistemological framework, an analysis model has been designed, which enables to systematically explore this transfer combination and its role in cultural exchange. This model has been than applied to a corpus of Spanish film adaptations and their reception in Germany between 1975 and 2000, in order to analyse the Spanish-German intercultural relationships which take place through translated cinema and translated literature.
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Rigoulay, Christine P. "The relationship between dogmatism level and counseling approach preference within a multicultural context." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.A.)--Kutztown University of Pennsylvania, 1993.Source: Masters Abstracts International, Volume: 45-06, page: 2778. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 34-39).