Tesis sobre el tema "Cultural education"
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Nyarambi, Arnold. "Cultural Influences on Behavior: Culturally Responsive Behavior Management". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8237.
Texto completoMaged, Shireen. "Teacher education for cultural diversity". Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1499.
Texto completoGuilherme, Maria Manuela Duarte. "Critical cultural awareness : the critical dimension in foreign culture education". Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1533/.
Texto completoRodgers, Paulina. "Effects of multicultural literature on dominant culture students' cultural awareness". University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1608664609540068.
Texto completoCooley, Margaret. "How students from non-dominant cultures perceive their social and cultural experiences in relation to school success". Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646956.
Texto completoThis study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring — including the relationship between each and how it impacted their school success.
The development of these thematic elements are related to developing networks and resources related to culture values, identities, and access to social capital. Participants ranged from 22-23 years of age, all having officially graduated from high school, transitioned to college to play sports, but failed to meet the academic requirements necessary to maintain eligibility.
Okoli, Emmanuel Chinyeaka. "Reconciling cultural values through drama education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20798.pdf.
Texto completoShort, Christine W. "The cultural metamorphosis of Cree education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38548.pdf.
Texto completoGrimes, Janice. "Cultural capital, ethnicity and early education". Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282941.
Texto completoSchartner, Alina. "Cross-cultural transition in higher education". Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2429.
Texto completoBradley, Erin Nicole. "Cultural Competence: An Issue For Education". Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303749360.
Texto completoRenault, Wendy Janet. "Cultural Competence Education for Care Coordinators". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/553.
Texto completoAnnan, Esi Sam. "SANKOFA ART EDUCATION: A CULTURAL BASIS FOR GHANAIAN ART EDUCATION". VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3867.
Texto completoHaagen, Claudia Elisabeth J. "Strategies for cultural maintenance : aboriginal cultural education programs and centres in Canada". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29726.
Texto completoArts, Faculty of
Anthropology, Department of
Graduate
Gaines, Joseph Harry. "Music as socio-cultural behavior : implications for cross-cultural education. A case study /". Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10858209.
Texto completoTypescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Mara̕ E. Torres. Bibliography: leaves 143-162.
Doherty, Catherine Ann. "The production of cultural difference and cultural sameness in online internationalised education". Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16302/1/Catherine_Doherty_Thesis.pdf.
Texto completoDoherty, Catherine Ann. "The production of cultural difference and cultural sameness in online internationalised education". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16302/.
Texto completoLee, Judy M. Y. "Culture, identity, and education : an exploration of cultural influences on academic achievement". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22404.
Texto completoCarm, Ellen. "Caught in Culture? : Cultural Transformation through HIV/AIDS Prevention Education in Zambia". Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138117.
Texto completoCollins, Christina. "Increasing Cultural Awareness Through a Cultural Awareness Program". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1058.
Texto completoBailey, Arthur Allan. "Misunderstanding Japan : language, education, and cultural identity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.
Texto completoOLIVEIRA, ALEXANDRE SANTOS DE. "CULTURAL IDENTITY AND DESIGN EDUCATION IN AMAZONAS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23428@1.
Texto completoCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE DOUTORADO NO PAÍS COM ESTÁGIO NO EXTERIOR
Esta pesquisa tem como objetivo propor recomendações para o ensino do design no Amazonas a partir do conceito de identidade cultural. Utilizando-se de uma abordagem qualitativa, através da pesquisa bibliográfica e da técnica do grupo focal, a investigação teve como fios condutores duas vertentes discursivas: uma teórica e outra empírica. Na vertente teórica estão as discussões sobre as categorias da racionalidade moderna e da modernização e suas implicações para a compreensão da identidade cultural, no âmbito do ensino do design no Amazonas. No que respeita à empiria e a partir da realização dos grupos focais, encontram-se os registros dos conceitos sobre identidade cultural, lidos sob uma perspectiva crítica que advém da ideia de emancipação social. Os dados obtidos forneceram subsídios para a indicação de princípios pedagógicos, metodológicos e epistemológicos, a serem observados, no contexto do ensino do design no Amazonas, com vistas à consecução de processos de ensino contextualizados e assentes nas especificidades socioculturais desta porção do Brasil.
This research has as objective to propose recommendations for design education in Amazonas, parting from the concept of cultural identity. By using a qualitative approach, through bibliographic research and the focal group technique, the investigation had for guidelines two discursive strands: one theoretical an the other empiric. In the theoretical strand there are discussions about categories of modern rationality as well as modernization and their implications for comprehending cultural identity, in the scope of design education in Amazonas. About the empirical aspect and parting from the focal groups accomplished, registries of concepts about cultural identity are found, and then read under a critical perspective which comes from the idea of social emancipation. The data obtained provided subsidies for indicating educational, methodological and epistemological principles to be observed in the context of design education in Amazonas, aiming at the attainment of contextualized educational processes, such processes also being based in the sociocultural specificities of this portion of Brazil.
Salmanova, K. V. "Cultural and education traditions of Emerald Island". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10567.
Texto completoKakkar, P. (Pooja). "Cultural variations on parenting:a cross cultural analysis between Indian and Finnish families". Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042357.
Texto completoMori, Shigenori 1962. "Cross-cultural differences in "ESL classroom personality"". Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291437.
Texto completoAndrade, Paula Deporte de. "Pedagogias culturais : uma cartografia das (re)invenções do conceito". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/143723.
Texto completoThis research paper presents, analyzes and discusses the conditions connected to the emergence, dissemination and uses of cultural pedagogies in the field of Cultural Studies in Education, particularly in Brazil. Aiming at building up a map that allows us to think about the conditions that enable the possibility of using this concept as a theoretical tools, this research is executed within the post-structuralism referential universe of cultural studies, in order to map out some of the lines that make up the contours that this theoretical construct presents currently. By following and articulating these lines, the purpose is to explore the backgrounds of this concept, as well as to make evident the processes that allowed for its (re)invention within the academic context of the Graduate Program in Education (PPGEDU) at the Federal University of Rio Grande do Sul (UFRGS). In order to explore the intersections identified, we make use of the concept of innovation, in the sense devised by Durval Muniz de Albuquerque Junior, and adopting an investigation step-by-step procedure as proposed by Edward Said, In order to understand cultural pedagogies, this paper uses as references the studies carried out by authors that address both the history of pedagogy, such as Viviane Camozzato, Franco Cambi and Carlos Noguera-Ramirez, and the history of culture, such as Raymond Williams and Zygmunt Bauman. This research was developed in three distinct stages. In the first one, there was the analysis of the contributions made by David Trend, Henry Giroux, Shirley Steinberg, Joe Kinchloe and Elizabeth Ellsworth, researchers associated to historical accounts regarding the emergence and the various ramifications of the concept. In the second stage, in order to identify and understand the importing conditions linked to the field of ideas and the (re)invention of the concept related to it, interviews were executed with four teaching professionals who experienced the implementation of the Line of Research in Cultural Studies in Education at PPGEDU/UFRGS. We also tracked down the first texts translated on the topic that approach the pedagogical nature of cultural artifacts and introduce the concept of cultural pedagogies. In the third stage, we analyzed Master's degree and PhD studies indicated by the teaching professionals interviewed, in order to detail the use and productiveness of this theoretical construct as a tool of analysis. The investigation works that have been carried out and articulated show the threads that allow us to see the weft that make up this (re)invention process, that have as emergence conditions: the possibility of new perspectives for research in education that brought Cultural Studies; hybridisation between Cultural Studies and Foucault's theory; the relationship between Cultural Studies and Education. Such mapping activity makes evident how the concept of cultural pedagogies is assisting in the questioning, nuancing and diversification regarding the understanding of pedagogy, as well as in the exploration of the pedagogical qualities present in social life, thus becoming a powerful theoretical tool to be used in the works addressing the articulation between Cultural Studies and Education.
Crago, Martha B. 1945. "Cultural context in communicative interaction of inuit children". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75874.
Texto completoMoss, Catherine. "Understanding Students' Perceptions of Cultural Diversity". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5106.
Texto completoEcheverri-Sucerquia, Paula Andrea. "Parent Engagement and Cultural Capital: Negotiating Culture in a Multilingual/Multiethnic School". OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/217.
Texto completoSKERVIN, HYACINTH MAE. "A STUDY OF CULTURAL PARTICULARITY ON EDUCATION IN THE ENGLISH-SPEAKING CARIBBEAN". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069800485.
Texto completoRomo, Maria Susanna 1968. "Cultural differences in memory and logical reasoning". Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291706.
Texto completoMenna, Tamene Yoseph. "The Relationship of Cultural Intelligence, Transformational Leadership Style, and Team Performance in Culturally Diverse Student Leaders in Christian Higher Education". Thesis, Biola University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600568.
Texto completoThe purpose of this study was to examine the relationship between cultural intelligence, transformational leadership, and team performance in one private Christian higher education institution in Southern California. The study further conducted initial exploration of how student leaders’ Christian worldview (humility) influences their cultural intelligence, transformational leadership, and team performance. A quantitative research design was used to carry out this study. Data were collected from 174 student leaders from four departments including Resident Life, Spiritual Development, Global Students Development and Student Enrichment and Intercultural Development. The quantitative data was analyzed using descriptive statistic and correlational analysis on SPSS software.
The finding of this study revealed that there was no significant relationship between overall cultural intelligence and overall team cohesion of student leaders. Analysis on the subscale level revealed that there was a very weak negative relationship between cognitive CQ and task cohesion. In addition, a significant weak relationship was found between transformational leadership and team cohesion. The social cohesion subscale was significantly correlated to all of the five subscales of transformational leadership scale. The individual attraction subscale was significantly correlated with four of the subscales of transformational leadership except for intellectual stimulation. The task cohesion subscale was not related to any of the subscales of transformational leadership.
An initial exploration of student leaders’ understanding of humility was conducted using six survey questions developed by the researcher based on five key elements of humility stated by Tangany (2000). Based on the results of the survey data analysis, participants appeared to exhibit certain aspects of cultural intelligence, transformational leadership behaviors and team cohesion. This survey was intended to serve as an initial step for future research to fully explore how student leader’s Christian worldview (humility) contributes to their leadership effectiveness and team performance.
In summary, overall cultural intelligence was not related to overall team cohesion. There was a significant very weak relationship between overall transformational leadership and overall team cohesion. These findings suggest that there are still more underlying factors that influence overall team cohesion of student leaders in a Christian higher education context.
Harris, Gretchen. "Cultural Capital and Leadership| Towards a Better Understandinng". Thesis, Indiana University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13860121.
Texto completoThis study found that current selective admission practices continue to reflect traditional norms of leadership in which title and prestige of organization are most valued, in part driven by increasing external pressure for quantification which emphasizes higher positions in prestigious or familiar organizations because they are easier to enumerate and are perceived as having higher status.
Professionals in this study were asked a series of questions to identify how leadership could be better defined and measured in their current practices. Eighteen constructs across the three categories of Personal Traits, Interpersonal Skills, and Capacities for Socially Conscious Behaviors were identified as preferred characteristics demonstrating good leadership.
Forms of cultural capital shared by admission officers in this study include having college-educated parents, being raised in a home where college was an expectation, and who had earned at least a bachelor's degree. Further, most had worked as an undergraduate in admission, residence life, orientation, or as a tour guide.
Several of those interviewed questioned if and in what ways their own biases impacted their evaluation of an application. There was a genuine desire to be objective but also to understand the student in her or his own context. This contrasts with Bourdieu, but does agree with Swartz (1997) who posits that habitus can be raised to a conscious level and therefore can be adaptive.
A final emergent finding addressed a gender dynamic in which female staff expressed concern that female students are less likely to explicate their accomplishments compared to male students. Another aspect of this unexpected finding about perceptions of leadership in the office revealed some staff felt adherence to traditional forms of hierarchical leadership minimized or even excluded opportunities for younger staff, particularly female, to share their insights and participate in decision-making.
Kelly, Elizabeth. "Socially Just Principals' Pursuit of Cultural Proficiency". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157538/.
Texto completoLeeson, Teresita Baytan. "Developing cross-cultural sensitivity for counselor education students". Gainesville, FL, 1985. http://www.archive.org/details/developingcrossc00lees.
Texto completoDawson, Valerie Lesley. "Cultural implications for physiotherapy education : the Bethlehem experience". Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/31867.
Texto completoHafeez, Javed Iffat. "East and West, education, identity and cultural transformation". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/NQ53704.pdf.
Texto completoAgalianos, Angelos S. "A cultural studies analysis of Logo in education". Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10018887/.
Texto completoFerreira, Isabel Maria Cardoso. "School films & education: cultural and artistic investigations". Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10299.
Texto completoEsta dissertação visa questionar as representações da escola através da cultura fílmica anglófona produzida entre 1960 e 2006. Os filmes selecionados são o ponto de partida para uma reflexão sobre educação, pedagogia e cultura através das lentes críticas de alguns cineastas britânicos e americanos. Deste modo, os filmes apresentados foram desconstruídos e analisados através de um hipotético diálogo entre a ficção e a realidade e o meta-diálogo ficção-ficção, tendo como estratégia o contraste e a comparação dos textos fílmicos de épocas díspares, contudo transtemporais e transculturais. Sem deixarmos de valorizar o contexto histórico-cultural de cada texto fílmico em particular, tentámos extrair deste as lições mais universais quanto ao fenómeno educativo, estabelecendo através do cinema uma ligação pedagógica e cultural entre as lições do passado, do presente e as possíveis num futuro. Desta feita, este trabalho pretende valorizar o contributo dos filmes sobre a escola para o debate educativo e pedagógico, enquanto documentos culturais que registam idiossincrasias e estereótipos.
This dissertation questions the Anglophone film school representations portrayed in cinema since 1960 until 2006. The set of films chosen aim to open the debate around education, pedagogy and culture via the fictional realities captured by the lenses of a few British and American filmmakers. The films studied were deconstructed and analyzed through an hypothetical dialogue between fiction and reality and the meta-dialogue fiction-fiction, relying on the strategy of contrast and comparison of different transtemporal and transcultural epochs. Despite not overlooking the particular historical and cultural hic et nunc of the filmic products, I’ve tried to extract the most universal lessons as far as the educational phenomenon is concerned, using cinema to establish bridges among the lessons of the past, the lessons of the present and the lessons of the future-to-be. Hence, this dissertation wishes to value the role of the school film subgenre within the educational and pedagogic debate, considering it valuable cultural documentation about school idiosyncrasies and stereotypes.
Lonewolf, Theodore R. "Kiowa cultural values and persistence in higher education /". Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.
Buscar texto completoWilliams, Veronica A. "Karen–Burmese Refugees’ Cultural Perception of Formal Education". Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/118.
Texto completoVernon, Garfield. "Multicultural Practitioners' Experiences in Nonschool Cultural Competence Education". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3214.
Texto completoAdam, Helen Joanne. "Cultural diversity and children’s literature: Kindergarten educators’ practices to support principles of cultural diversity through book sharing". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2245.
Texto completoEdwards, Ann Marie Elizabeth. "Implementation of a Transcultural Nursing Education Program to Improve Nurses' Cultural Competence". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6996.
Texto completoHarper, Nicole Renai. "Cultural aesthetic experience perceptions of learning developed through cultural immersion /". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/summer2008/nicole_r_harper/harper_nicole_r_200808_Edd.pdf.
Texto completo"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Delores Liston. ETD. Includes bibliographical references (p. 398-423) and appendices.
Renner, Jasmine, Arnold Nyarambi y & Glascock C. Gunn. "International and Cross Cultural Educational Leadership, Collaboration and Teaching". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8279.
Texto completoPage, Catherine Jane. "Cultural implications of reading motivational methodologies". Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1312.
Texto completoBachelors
Education
English Education
SÉRVIO, Pablo Petit Passos. "Birdman, educação da cultura visual e diferença cultural". Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/772.
Texto completoThis study explores and discusses how students from the teacher training program of the Visual Arts School of the Federal University of Goiás relate to the idea of cultural difference taking as reference the video clip Birdman, from Coca-cola. The study articulates three focus: 1) what students understand as cultural difference the phenomenon and the social actors with whom they identify this theme; 2) what values cultural difference has for their lives and for society; 3) what motivates them to discuss - or not - questions about cultural difference based on publicity images and how they would do it. The research promotes a discussion crossing the student s point of views, my own positions and the points of view of various authors (from cultural studies and visual culture education) building an analyses about repertoires, interests, conflicts and ambiguities that orientate such positionings. These focus were achieved through the choice of a qualitative approach guided by the expectation to work deeply the subjects perceptions and interpretations. The methodological procedures chosen to gather the data were individual and focal open interviews. Six students of the program participated on the investigation: two attending the fourth semester of the program, two attending the sixth and two attending the eighth. Using an advertising VT to discuss and analyze cultural difference, this study pretends to contribute for a critical visual culture education.
Esta dissertação explora e discute como alunos da Licenciatura em Arte Visuais da Faculdade de Artes Visuais da Universidade Federal de Goiás (FAV/UFG) se relacionam com a ideia de diferença cultural a partir do VT publicitário Birdman, da Coca-cola. O objetivo da pesquisa se articula através dos seguintes focos: 1) o que entendem por diferença cultural - quais os fenômenos e/ou atores sociais com os quais identificam este tema; 2) que valor(es) entendem que a diferença cultural tem para suas vidas e para a sociedade; 3) que motivos os levam a discutir ou não questões de diferença cultural a partir de imagens de publicidade e como fariam isso. Mais do que coletar informações dos colaboradores, a pesquisa promove uma discussão que entrecruza minhas posições sobre o tema e os pontos de vista de autores (dos estudos culturais e da educação da cultura visual) construindo uma reflexão acerca dos repertórios, interesses, conflitos e ambiguidades que pautam tais posicionamentos. Para que tais intenções fossem concretizadas, foram necessárias algumas decisões metodológicas. A escolha da abordagem qualitativa é consequência desta intenção de trabalhar com percepções e interpretações dos colaboradores e pensá-las em profundidade. Os procedimentos escolhidos para coleta de dados foram entrevistas, tanto individual quanto em grupo. Seis alunos participaram da pesquisa, sendo dois do quarto período, dois do sexto e dois do oitavo. Utilizando uma imagem publicitária para discutir o tema diferença cultural, esta dissertação almeja contribuir com a educação da cultura visual.
Zimmerman, Paul. "Cultural Tradition and Cultural Change in Postcommunist Poland| A Secondary Data Analysis". Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617584.
Texto completoNations sharing similar historical, linguistic, and social backgrounds tend to cluster around the same cultural values systems. However, changing socioenvironmental conditions drive cultural values systems to change over time. This study compared changing cultural values in Poland in the postcommunist era with values in the Czech Republic and Slovenia, using factorial ANOVA of published data from the European Values Survey and World Values Survey. The hypotheses were: (a) cultural values in Poland have moved from traditionalist values toward secularism; (b) Poland's rate of cultural values movement was more moderate than either the Czech Republic or Slovenia; and (c) the higher degree of religiousness in Poland mirrored the slower rate of movement toward secularism. The study participants were 20,038 adults from the Czech Republic, Poland, and Slovenia. Findings showed 10 of 19 cultural values in Poland showed moderate movement toward secularism, confirming that traditional cultural values in Poland had decreased. However, the findings also showed cultural migration in Poland preserved strong traditional family and religious values despite the influence of far reaching social, economic, and political changes. This study revealed two important points: (a) as cultural values within groups of nations change, cultural values in similar clusters of nations tend to move in the same direction, and (b) deeply held traditional values tend to preserve the differentiation between nations, even as process of cultural values change continues.
Newlon, Kelly Ann. "Cultural Competency of Short-Term Education Abroad Student Participants". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555429050879666.
Texto completoLuitel, Bal Chandra. "Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry". Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/682.
Texto completo