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1
Jonsson, Anneli, e Dhakshayene Holmgren. "Cultural diversity in organizations : A study on the view and management on cultural diversity". Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-74452.
Testo completoAbstract (sommario):
Cultural diversity is a subject that has been getting growing attention not just internationally but also in Sweden in the 21st century. The globalization of economies and the migration has dramatically increased opportunities while also affecting organizations in a manner that it requires it to be more open and accommodative towards a heterogeneous working environment. Unfortunately many companies do not see the advantages that cultural diversity could bring and how a well managed cultural diversity could essentially achieve competitive edge in the market. Therefore there is little to be found regarding how organizations today view and manage a culturally diverse workforce, especially in a Swedish working environment. The lack of this typeof research in a Swedish context creates a possible research gap and leads to this study ininvestigating the organizations in Västerbotten and their view and management of cultural diversity. Thus the research question: How do Swedish organizations view and manage cultural diversity? In order to gain insights to this question, previous research has been investigated and some main theories have been selected. Through this it has been found that cultural diversity is a complex subject that can bring both positive and negative effects to an organization. These are in turn affecting how cultural diversity is viewed by that organization. Furthermore, this view affects how cultural diversity is managed, and the management in turn affects the result this concept brings to the company. This in turn has been represented in a theoretical model representing the relationship between these concepts. The main theory that is used throughout thenstudy and in analyzing the empirical data is Adler’s approaches to answer the research question. This study takes view of interpretivism and constructionism as its philosophical stance. This has led to the choice of conducting a qualitative research approach with mixed method that is a combination of both the deductive and inductive way of collecting data. The research is conducted through multiple case study design with semi structured interviews as the way of gaining empirical data. These interviews have been conducted on seven organizations within Västerbotten that represents different types of industries within this region. As it is shown in this study the cultural diversity is viewed in a positive way and managed to achieve synergy within the organizations in Västerbotten. The firms believe that in order to develop and gain competitive advantage, they need to accommodate cultural diversity and create an atmosphere that is open and flexible. Still most of the firms lack the holistic view as they fail to articulate diversity at the strategic level and consequently in all dimensions of the organization.In addition the study has also identified different influential factors of cultural diversity, such as the geographical location, organizational culture, cultural diversity leading to cultural diversity, customers’ diversity and managers’ perspectives affects the existence of cultural diversity within an organization. These findings have been presented in the developed analytical model in the conclusion.
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ANJORIN, RASHIDAT, e AVNI JANSARI. "MANAGING CULTURAL DIVERSITY AT WORKPLACE". Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40190.
Testo completoAbstract (sommario):
Abstract: Background: Cultural diversity within a workplace is increasingly becoming important as more organisations are embracing it within the global workforce. Some of its effect have been linked to performance outcomes according to past reviews and as a result, there are more suggestions on the need to study how various organisations manage their cultural diversity. Universities as an organisation has also blended in the internationalisation practice through human resources and diverse employees to form a part of the economic globalisation. Purpose: The purpose if this paper is to examine how cultural diversity is managed in a Swedish university, Jönköping International Business School (JIBS). Also, further investigation is on the employee’s perception of how the practices and policies of cultural diversity is being delivered by the management at the university. Method: An exploratory research is conducted for this paper and the empirical findings is gathered through a qualitative research. The primary research is retrieved by semi-constructed interviews. The human resource department and teachers from different backgrounds and countries were interviewed to find out how the teachers perception of cultural diversity management at their workplace based on how the practices and policies were delivered to them. Findings: Based on the interviews it was found that the cultural diversity management as a topic is well understood by both the management and the employees. However, the study revealed that the employees do not perceive it in the same manner it was being delivered to them by the management. The issues and practices connected to managing cultural diversity is not entirely provided by the management within the work environment. It essential that the management provide for more effectively communicated structure.
3
Ivanova, I. "Cultural diversity in public speaking". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18496.
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Freville, C. Benjamin. "Pastoral care and cultural diversity". Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Maged, Shireen. "Teacher education for cultural diversity". Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1499.
Testo completoAbstract (sommario):
The rapidly growing cultural diversity of school children is an international trend that has been accompanied by concerns that teacher education programmes are not adequately preparing pre-service teachers for culturally diverse classrooms. This qualitative instrumental case study was conducted to gain deep insights into how one teacher education programme at a New Zealand university prepared pre-service teachers for cultural diversity. The study was conceptualised, conducted and analysed through a critical constructivist lens and underpinned by Vygotskian sociocultural theory. The primary research question asked: In what ways are New Zealand pre-service teachers prepared to meet the learning needs of students in culturally diverse classrooms? The question was explored on four levels: Curriculum, pedagogy, perceptions of effectiveness and diversity capacity. Data were collected using semi-structured interviews, observation, document analysis and field notes and were thematically analysed and interpreted through deductive and inductive coding.Results were reported thematically and reflected multiple layers of meaning and interpretations emphasising the complexity of the issue. Key curriculum findings revealed variability in the depth of pre-service teacher preparation for cultural diversity and a predominantly conceptual development of sociocultural competence. The pedagogical findings reported on three types of pedagogical activity, namely dialogic activity, monologic activity and reflective activity and four types of social relationships, namely expert-novice, professional partnership, critical minority and silent minority. Additionally, findings on participant perceptions of effectiveness and on the impact of the teacher’s cultural background on teaching and learning are detailed. The study makes three propositions on how to prepare pre-service teachers for cultural diversity. Limitations of the study and directions for future research are outlined.
6
Barton, Bill 1948. "Ethnomathematics: Exploring Cultural Diversity in Mathematics". Thesis, University of Auckland, 1996. http://hdl.handle.net/2292/2332.
Testo completoAbstract (sommario):
This thesis provides a new conceptualisation of ethnomathematics which avoids some of the difficulties which emerge in the literature. In particular, work has been started on a philosophic basis for the field. There is no consistent view of ethnomathematics in the literature. The relationship with mathematics itself has been ignored, and the philosophical and theoretical background is missing. The literature also reveals the ethnocentricity implied by ethnomathematics as a field of study based in a culture which has mathematics as a knowledge category. Two strategies to over come this problem are identified: universalising the referent of ‘mathematics’ so that it is the same as “knowledge-making”; or using methodological techniques to minimise it. The position of ethnomathematics in relationship to anthropology, sociology, history, and politics is characterised on a matrix. A place for ethnomathematics is found close the anthropology of mathematics, but the aim of anthropology is to better understand culture in general, while ethnomathematics aims to better understand mathematics. Anthropology, however, contributes its well-established methodologies for overcoming ethnocentricity. The search for a philosophical base finds a Wittgensteinian orientation which enables culturally based ‘systems of meaning’ to gain credibility in mathematics. A definition is proposed for ethnomathematics as the study of mathematical practices within context. Four types of ethnomathematical activity are identified: descriptive, archaeological, mathematising, and analytical activity. The definition also gives rise to a categorisation of ethnomathematical work along three dimensions: the closeness to conventional mathematics; the historical time; and the type of host culture. The mechanisms of interaction between mathematical practices are identified, and the imperialistic growth of mathematics is explained. Particular features of ethnomathematical theory are brought out in a four examples. By admitting the legitimacy of other viewpoints, ethnomathematics opens mathematics to new creative forces. Within education, ethnomathematics provides new choices, and turns cultural conflict into a useful tool for teaching. Mathematical activity exists in a variety of contexts. Learning mathematics involves being aware of, and integrating, diverse concepts. Ethnomathematics expands mathematical horizons, so that cultural diversity becomes a richer contributor to the cultural structures which humans use to understand their world.
7
Boulanger, Charlotte, e Laura Pazzaglia. "Leading Cultural Diversity: Strategies & Skills". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26278.
Testo completoAbstract (sommario):
Today’s business world is facing a continual increase of globalization that opened the borders of nations. Organizations see in multicultural teams and cultural diversity a way to respond to this phenomenon. Cultural diversity in multicultural teams is a new challenge for leaders. Indeed, they need to develop new strategies and skills to include individuals coming from different cultures in order to ensure the proper functioning of the team and achieve effectiveness. The purpose of our thesis – labeled “Leading Cultural Diversity: Strategies and Skills” – is to find out, through interviews and conversations with actual leaders, which strategies and skills are necessary in global organizations. The findings might be applied in other fields where cultural diversity plays an important role.
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Taylor, Sam Lorraine. "The liberal state and cultural diversity". Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285366.
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Kokt, Desere, e Werner Vermeulen. "The team leader and cultural diversity". Journal for New Generation Sciences, Vol 2, Issue 1: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/452.
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Published ArticleIn a diverse working environment such as the South African situation, it is imperative that issues surrounding cultural diversity, and its impact on employees should be examined. This article reflects on a study conducted in the South African security industry, as one of the few industries that utilise diverse work teams as part of their operational success. The rational for using work teams will be explained, with an emphasis on the team leaders. The model of Eales-White (1996: 26) was applied to the development of the team member questionnaire, and the subsequent results will be reported.
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Amadi, M. "Cultural diversity between Ukraine and Nigeria". Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77271.
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Moss, Catherine. "Understanding Students' Perceptions of Cultural Diversity". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5106.
Testo completoAbstract (sommario):
Diversity is a positive aspect of a student's educational experience. Current literature supports the value of diversity, confirming that skills are developed within a diverse learning environment that prepares students to thrive in a competitive global economy. The leadership at University X (UX) had implemented various initiatives to improve diversity, yet the problem addressed in this study was that students perceived differently, citing that diversity growth lacked progress. The goal of this single case study was to bring forth change with a specific intervention created to elevate diversity and a positive campus climate. Maslow's hierarchy of needs was used to explore the perceptions of 8 students regarding diversity progress at UX. Research questions focused on why students perceived little progress had been made toward diversity and how the culture could support diverse students. Face-to-face interviews yielded data analyzed through a descriptive approach, generating findings baring 2 central themes: communication and the existing cultural environment. The resulting project consists of a position paper proposing 2 bold strategies for infusing diversity and inclusion on the campus. Strategy 1 outlines a communication plan designed to facilitate review of UX's guiding documents, along with a regular, ongoing method for communicating to the campus. Strategy 2 proposes the implementation of a university wide cultural sensitivity training for campus membership to heighten cultural awareness. This project contributes to social change by raising knowledge and recognition of cultural diversity that will help perpetuate student persistence, intercultural competency, quality social interactions, a positive racial climate, and well-developed cognitive and leadership skills within the student body.
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CASI, LAURA. "ESSAYS ON CULTURAL DIVERSITY AND ECONOMICS". Doctoral thesis, Università degli Studi di Milano, 2013. http://hdl.handle.net/2434/215879.
Testo completoAbstract (sommario):
The idea that culture is a determinant of economic outcomes has regained in recent economic literature its full recognition. In this perspective, this analysis aims at discussing the impact of cultural diversity on economic outcomes and disentangling the mechanisms through which economic forces of globalization (trade, migration and capital flows) interplay with local cultural identities. Note that the analysis has a specific geographical focus, i.e.: European countries. The choice of Europe as target of the analysis depends on two main considerations: cultural issues are particularly important for the socio-economic success of European Union and cultural diversity is a funding element of Europe. Culture and cultural diversity are thus two important elements of European societies, but why should they matter in an economic perspective? The analysis that follows gives three main answers to this question. First of all, some of our economic choices and actions as consumers can have important fallouts on cultural diversity and on the possibility of cohabitation of different cultures. Secondly, some economic phenomena can have a cultural content, such as trade in cultural goods. For this reason they can become a vehicle for intercultural exchange, fostering tolerance towards immigrants and easing the success of multicultural societies. Finally, different local cultural identities can act as a filter for economic phenomena such as foreign investments, magnifying or destroying the growth enhancing effect of economic globalization. These three explanations are discussed and analyzed in the three chapters of the thesis.
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Adam, 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.
Testo completoAbstract (sommario):
Since Australia became a signatory to the United Nations Convention on the Rights of the Child in 1989, the importance of recognising, valuing and respecting a child’s family, culture, language and values has been increasingly articulated in education policy. Diversity and inclusion are now central themes guiding the principles and quality measures of early childhood education and care as encompassed by the National Quality Framework, including both the National Quality Standard and the Early Years Learning Framework (Early Childhood Development Steering Committee, 2009). Children’s literature can be a powerful tool for extending children’s knowledge and understandings of themselves and others who may be different culturally, socially or historically (Boutte, Hopkins, & Waklatsi, 2008), thus having the potential to be a valuable resource in promoting diversity and inclusion in early childhood. However, a body of evidence suggests that the use of children’s literature in early childhood settings does not promote principles of diversity, often serving to promote outdated or stereotypical notions of minority groups.
This study investigated the factors and relationships influencing the use of children’s literature to support principles relating to cultural diversity in the kindergarten rooms of long day care centres.
The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design (Creswell & Plano Clark, 2018) was employed to synthesise the qualitative and quantitative data and interpret significant relationships and their meanings. Twenty four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit.
This study identified four key findings. First, that current book sharing practice in kindergarten rooms of long day care centres promotes monocultural viewpoints and “othering” of minority groups. Second, educators lacked the beliefs, understandings and confidence needed to promote principles of diversity using children’s books. Third, access to books portraying inclusive and authentic cultural diversity was limited. Finally, many children did not have access to the benefits of book sharing and engagement through high quality evidence based practice.
These findings have implications for the meeting of principles of diversity articulated in Australian education policy and curriculum and draw attention to the challenges faced by educators when selecting and using books with young children.
These findings are significant for what they reveal about the relationships between the nature and availability of books together with the nature and quality of educator practice and the involvement and engagement of the children in book sharing in long day care. Findings highlight a need for measures to address each of these factors in order to meet principles of diversity and equity for all children.
The outcomes of this study have implications for educators, policy makers, early childhood organisations and those who provide higher education and training for early childhood educators.
14
Ghairat, Noorullah, e Wenlu Lu. "Cultural diversity from perspective of individual employees : On which organizational level is cultural diversity advantageous for an organization". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95778.
Testo completoAbstract (sommario):
Economic globalization has greatly increased opportunities, but also requires the organizations to be more open and constantly try to create a new working environment. Organizations today are composed of people of different races, ages, languages, religions, and lifestyles. Organizational management's work tends to use a coordinated approach to bring people from different backgrounds together and maximize the ability and talent through multicultural teams. If managed properly, diversity can bring a competitive advantage to the organizations, but if poorly managed, workforce diversity can have negative outcomes. Due to the lack of research on which organizational level is cultural diversity advantageous for organizations to have, this study will focus on understanding cultural diversity and explore new perspectives about the experiences of different individuals in multicultural settings. This qualitative study takes social constructivism as a philosophical position. It has drawn conclusions by an inductive approach based on the empirical data which we have collected through the interviews and literature, where the focus was to construct meaning and interpret the data collected which came from the experiences of the participants.
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MOHANNAK, Kavoos. "Diversity in Managing Knowledge: A Cultural Approach". 名古屋大学大学院経済学研究科附属国際経済政策研究センター, 2011. http://hdl.handle.net/2237/14920.
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DE, ALMEIDA BELEM IGOR EMANUEL. "Examining Emotions and Diversity in Cultural Psychology". Kyoto University, 2019. http://hdl.handle.net/2433/244564.
Testo completoAbstract (sommario):
Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第22083号
人博第912号
新制||人||217(附属図書館)
2019||人博||912(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 内田 由紀子, 教授 月浦 崇, 教授 小村 豊
学位規則第4条第1項該当
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Vincent, Bérénice. "Cinema, cultural diversity and the globalization process". Thesis, University of the Western Cape, 2005. http://hdl.handle.net/11394/1325.
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Faulcon, Laura J. "Cultural Identity". VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1769.
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Erdönmez, Mukader. "Cultural diversity management as core competence : an integrated model for managing workforce diversity /". [S.l. : s.n.], 2004. http://www.gbv.de/dms/zbw/47079576X.pdf.
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Caquet, Irena Kozymka. "The diplomacy of culture : the role of UNESCO in sustaining cultural diversity". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607987.
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Abu-Hajiar, Rehab. "Biomedical ethics in cultural diversity : the principle of autonomy in Islamic culture". Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13100527/?lang=0, 2019. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13100527/?lang=0.
Testo completoAbstract (sommario):
This study examines how the concepts of biomedical ethics are considered in Islam and how historical Islamic medical scholars treated the concept of ethics in their practice of medicine. Moreover, this research explores the principle of autonomy in biomedical ethics as a factor in Islamic practice of medicine. The issue of autonomy in medical practice is an important topic of discussion requiring examination of the methods of its adaptation and application in Muslim-majority countries. The value and significance of this topic continues at a global level, involving Muslim communities in Non-Muslim countries experiencing religious and social diversity. The fieldwork of this study was conducted in Turkey, Jordan and Gaza Strip, Palestine, investigating the subject matter with practitioners in health care sectors as well as with leading academics, researchers, non-government organizations and policymakers. The results indicate that the principle of autonomy is not fully implemented in the three countries from an Islamic perspective.博士(グローバル社会研究)
Doctor of Philosophy in Global Society Studies
同志社大学
Doshisha University
22
Swart, Victor. "Factors influencing cultural diversity at a multinational company". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/8790.
Testo completoAbstract (sommario):
Cultural diversity in the workplace is the presence of multiple cultures or groups within the work environment. This diversity in culture can be as a result of a difference in origin or nationality, difference in society, difference in religion or a difference in tradition. A multinational company (MNC), also referred to as a transnational company is an organisation that is registered and operates in multiple countries but is managed from the home country. Today’s ever increasing rate of globalization and the expansion of organisations into countries other than their own has created workplaces where cultural diversity is the norm and where workplaces are no longer characterized by a single or monoculture. This study explores the cultural diversity of an Argentinian multinational company, My Multinational Company (MMC), operating in Argentina and South Africa. MMC is a market leader in the production, procurement and export of citrus products. There is a plethora of information on cultural diversity which identifies various factors which influence cultural diversity. The purpose of this study is therefore to enhance the current understanding of cultural diversity within a multinational company by identifying the factors which influence cultural diversity in a multinational company. The approach to this study is quantitative in nature and the paradigm to be followed is positivistic, based on an empirical study and questionnaire. The empirical study assesses previous work relating to cultural diversity and identifies the factors which influence cultural diversity. The questionnaire was developed from the literature and distributed to MMC employees in Argentina and South Africa in order to determine their similarities and differences. The results of the empirical study identified areas of improvement for MMC. Recommendations were then made based on the literature review and the analysis of the empirical results.
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El, Obaid El Obaid Ahmed. "Human rights and cultural diversity in Islamic Africa". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ30434.pdf.
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El, Obaid El Obaid Ahmed. "Human rights and cultural diversity in Islamic Africa". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34495.
Testo completoAbstract (sommario):
This thesis establishes a framework for analysing and evaluating human rights within the contexts of global, African-Islamic and Sudanese cultural diversity. The normative impact of culture on international human rights is viewed from the perspective that culture is adaptive and flexible. African-lslamic culture, as exemplified by the Sudan, is no exception.The first part of this thesis advances a theoretical framework for recognition of cultural diversity and its impact on human rights. Recognition of change as an integral part of culture is vital for a successful mobilisation of internal cultural norms to the support of international human rights. An important conclusion is that ruling elites and those engaged in human rights violations have no valid claim of cultural legitimacy.
The second part of the thesis examines the notion of human rights in traditional Africa and under Shari'a with a specific focus on conceptions of the individual, the nation-state and international law. It is argued that the African-Islamic context is an amalgam of both communitarianism and individualism; further, that the corrupt and oppressive nature of the nation-state in Islamic Africa demands an effective implementation of human rights as set out in the African Charter on Human and Peoples' Rights.
It is suggested in the third part of the thesis that three of the rights included in the African Charter are paramount to effective human rights protection in Islamic Africa: the right to self-determination, the right to freedom of expression and the right to participate in public life. These rights are examined within the Sudanese context in order to provide a more concrete illustration of their potential implementation. The dynamics of Sudanese culture are explored to exemplify a culturally responsive implementation of these rights.
This thesis contributes to the debate on the role of culture in enhancing the binding force of human rights and fundamental freedoms. It aims to inspire pragmatic discussion on the need for effective protection of human rights in order to alleviate the suffering of millions of Africans under existing ruthless and shameless regimes.
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Braun, Felix 1973. "Cultural diversity in international standards for criminal sentences". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32797.
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This thesis examines the debate about cultural relativism of human rights in the concrete context of the prohibition of torture, inhuman and degrading treatment as applied to criminal sentences. A study of the jurisprudence concerning the prohibition reveals that traditional legal methodology is unable to decide this debate unequivocally. It is argued that both an extreme uniformity in its interpretation as well as a complete lack of common standards are indefensible in the contemporary system of international law. Therefore, any modern interpretation of the prohibition has to strike a balance between these two extremes. Yet, this balance can not be established unilaterally once and for all. It has to be the result of an ongoing universal debate within the preexisting legal framework. Thus, the compromise that is found will shift over time to reflect the evolving consensus of the international community.
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Lazaro, Rolando T. "Improving cultural diversity awareness of physical therapy educators". Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2318.
Testo completoAbstract (sommario):
In this climate of increasing diversity in the population of patients requiring Physical Therapy (PT) services, PT educators should prepare students and future clinicians to work competently in culturally diverse environments. To be able to achieve this goal, PT educators should be culturally competent as well. The purpose of this study was to develop and implement a workshop aimed at improving cultural diversity awareness of the University of the Pacific (UOP) PT educators. The seminar content and class materials were developed by the author in close consultation with the workshop facilitator, who is an expert on cultural diversity. These materials were validated by Physical Therapists and cultural diversity experts. To determine the effectiveness of the workshop in improving cultural diversity awareness, the Cultural Diversity Awareness Questionnaire (CDAQ) was developed, validated for content, analyzed for reliability, field tested and pilot tested. Results indicated that the instrument was valid and reliable.
The one-day workshop was presented to twelve academic and clinical faculty of the UOP PT Department. The one group pretest-posttest experimental design was used, with the participants completing the CDAQ before and after the workshop. The attendees also completed a course evaluation at the conclusion of the seminar. Results showed a statistically significant positive change in the pretest/posttest results. This indicated that the workshop was effective in improving cultural diversity awareness of the participants. Results of the workshop evaluation affirmed the achievement of the educational objectives and effectiveness of the facilitator. This study provided-a-solid-initial-foundation-on-which a-comprehensive cultural competence program can be developed.
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Parker, Thomas Alvin. "Cultural diversity: behavioral characteristics among freshman engineering students". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/3068.
Testo completoAbstract (sommario):
The purpose of this study was to collect data and analyze the cultural diversity behavioral characteristics among freshman engineering students attending a large southeastern urban institute of technology. A secondary purpose was to examine freshman students' behavioral patterns as they are demonstrated in a university setting during cultural, educational, and pre-professional or work related interactions. This study was also designed to contribute to the current knowledge base of relevant data designed to improve the technological institute's level of diversity and increase service to its diverse population. The Survey of Contemporary Cultural Diversity Attitudes was used to determine the behavioral characteristics among freshman engineering students. The subjects in this study consisted of a select group of 213 freshman students enrolled in the institute's Psychology 1010 (freshman orientation) classes. Frequency Analysis in numbers and percentages were used to analyze the data. The results indicated that the survey respondents agreed with cultural diversity in social settings, disagreed with cultural diversity in educational settings and agreed with cultural diversity in the workforce.
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Kimani-Oluoch, Rose. "Exploring Preservice Teachers' Perceptions of Classroom Cultural Diversity". Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/37665.
Testo completoAbstract (sommario):
The purpose of this qualitative study was to develop a better understanding of how eight preservice teachers perceived the culturally diverse students they encountered during their one-year teaching internship. Their personal and professional experiences with diversity were investigated in order to identify the direct and indirect influences they brought to a culturally diverse classroom. The data for this study consisted of narratives from their one-year teaching internship and their home, schooling, and college experiences with cultural diversity. Each preservice teacher was interviewed twice. The issues that emerged from their narratives were individually presented to give a clear picture of how they each perceived classroom cultural diversity.
From their narratives, it is clear that how each of these preservice teachers perceived culturally diverse students was largely influenced by their life histories and experiences with cultural diversity. Cultural preparation in college acquired great significance as they each reflected on their preparation to teach in culturally diverse settings. None of them felt prepared to teach culturally diverse students. Instead, they indicated a preference of working in school settings that exhibited students similar to their own backgrounds. Classroom cultural diversity was seen as presenting special challenges, none of them felt prepared to handle. The implications from this study suggest that more preparation on how to work within culturally diverse classrooms is needed prior to, and during the student teaching internship.Ph. D.
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Buchanan, Barbara Sanford 1943. "DESCRIBING CULTURAL DIVERSITY: A COMPARISON OF RESEARCH STRATEGIES". Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/290572.
Testo completoAbstract (sommario):
This study explored methods of identifying and describing diversity related to cultural data in educational settings using the individual profile of variables as a unit of study more appropriate than the variable when making decisions regarding instruction of small groups of individual students or when designing curriculum. Method. The construct of culture as the organization of diversity as opposed to culture as the replication of uniformity (Wallace, 1961a) was taken as an organizing principle for the study. Two research strategies (a data processing technique and a descriptive conceptualization) which matched the two definitions of diversity, variability in form and distinction in kind, were applied to pre-existing data sets, cognitive style, and goals and values, collected from a single set of 67 subjects in a major city in the American southwest. Results. Central Instance Analysis, the data processing technique that matched the variability in form definition of diversity produced a prototype and groups of increasing difference from the prototype. Unexpected variations in the form of the prototype occurred. Q-Factor Analysis is not recommended for further use as a data processing technique to match the distinction in kind definition of diversity because it places unrealistic restrictions on the very practical data sets educators might want to use. Although there are no specific hypotheses regarding outliers in the study, information about outliers was generated.
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Blair, Shana. "Developing 'cultural competance' in clinical psychology : trainee reflections on 'race' and culture training and working with cultural diversity". Thesis, University of East London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532636.
Testo completoAbstract (sommario):
Mental health services have become increasingly familiar with initiatives to develop and ensure culturally-competent,-sensitive, -appropriate practice in order to meet the needs of our multicultural communities. Clinical psychology doctoral training programs have become equally familiar, with 'race', culture and diversity training which represents a significant part of training. This study explored how significant 'race' and culture issues were perceived in practice and how 'race' and culture training has been received, understood and experienced by trainee clinical psychologists. Adopting a mixed methodological approach and making use of a Multicultural Counseling Knowledge and Awareness Scale, this study revealed a varied range of views, beliefs and experiences which facilitated the development of a framework for understanding the 'dimensions' of cultural competence. Several recommendations and implications were made which may be considered useful for a diverse audience, from trainees, training courses, practicing clinical psychologists and their clients.
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Lier, Anika. "Cultural Diversity Management : - Comparison of three European countries -How does the globalization process affect SMEs regarding importance and implementation of cultural cultural diversity management?" Thesis, Mittuniversitetet, Institutionen för samhällsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11137.
Testo completoAbstract (sommario):
This Bachelor thesis deals theoretically and empirically with the management tool called diversity management (DiM), with the specific focus on cultures and their differences. The connection of these two aspects results in cultural diversity management. Defining diversity, culture and DiM separately brings up a new focus on how to realize and deal with the phenomenon of cultural DiM. It represents a supporting resource in today’s management because of the constant globalization process and socio-demographical changes all over the world. The ‘status quo’ of cultural DiM is mainly based on research with big-multinational enterprises and emphasizes its future potential. Furthermore it reveals that most European countries are lagging behind in taking advantage of this resource. Whilst being aware of the fact that there are, with no doubt, best-practice studies of DiM in Europe, the general implementation and beneficial result of cultural DiM have not been realized and gained its full potential yet. This slow or even not existing development becomes more obvious in smaller and medium size enterprises (SMEs)[1], which display the majority of firms in Europe. Despite SMEs facing international changes, cultural differences, and also recognizing cultural DiM as an opportunity, the implementation is not considered as a company’s major priority aim. [1] European Commission (2006) – SME Definition
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McCall, Lauren Willette. "Cultural evolution as ecological inheritance : cultural histories and diversity from the biological perspective". Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613668.
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De, Gioia Katey, University of Western Sydney, College of Social and Health Sciences e School of Applied Social and Human Sciences. "Beyond cultural diversity : exploring micro and macro culture in the early childhood setting". THESIS_CSHS_ASH_De Gioai_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/795.
Testo completoAbstract (sommario):
Experiences in the early years of life are increasingly recognised as significant predictors of long-term cognitive and psychosocial behaviour. This thesis focuses on one aspect of early development: the cultural identity of the young child and investigates the influence of continuity of practice between home and the child care centre in this development. The use of child care services for very young children has increased dramatically in the past two decades. For the first time in history there may be more babies aged 0-3 years in care situations than babies who are cared for at home - this impacts upon the child’s micro-culture (individual, unconscious practices guided by beliefs, norms and values) and macro-culture (ritualistic, symbolic behaviour, often conscious which is tied to belonging to an ethnic group). This study investigates the way in which child care centres contribute to the development of micro and macro-cultural identity in very young children. This study was originally designed to increase the knowledge base about the ways in which interactions with children (particularly in relation to sleep and feeding micro-cultural practices) differ between home and child care service and the implications of these differing practices. As the study progressed a new focus was developed and evolved into an analysis of communication processes between parents and staff and the effects of those communication processes. Qualitative methods on non-participant observation, semi-structured interviews and semi-structured questionnaires were used to address the research questions. Recommendations from the study focus on setting level and policy issues. The early childhood sector is called on to redress notions around communication and partnership building with parentsDoctor of Philosophy (PhD)
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de, Gioia Kathryn. "Beyond cultural diversity : exploring micro and macro culture in the early childhood setting /". View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060511.142734/index.html.
Testo completoAbstract (sommario):
Thesis (Ph.D.) -- University of Western Sydney, 2003."A thesis submitted to the School of Applied Social and Human Sciences, University of Western Sydney in fulfilment of the Doctor of Philosophy". Includes bibliography : leaves 248 - 270.
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Raitl, Kerstin. "Managing Cultural Diversity Optimierung der Zusammenarbeit in multikulturellen Arbeitspartnerschaften unter Verwendung des "Diversity Optima Konzepts" /". St. Gallen, 2009. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/06608756101/$FILE/06608756101.pdf.
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SILVA, Claudia Cezar da. "GESTÃO DA CULTURA NA UNIVERSIDADE: O NÚCLEO DE ARTE E CULTURA DA UNIVERSIDADE METODISTA DE SÃO PAULO". Universidade Metodista de Sao Paulo, 2016. http://tede.metodista.br/jspui/handle/tede/1572.
Testo completoAbstract (sommario):
Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-09-22T18:26:55Z
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Claudia Cezar COMPLETA.pdf: 2607164 bytes, checksum: 3cdf179e95cc2aeb1abd6c28382641fe (MD5)Made available in DSpace on 2016-09-22T18:26:55Z (GMT). No. of bitstreams: 1 Claudia Cezar COMPLETA.pdf: 2607164 bytes, checksum: 3cdf179e95cc2aeb1abd6c28382641fe (MD5) Previous issue date: 2016-04-14
This dissertation results from an autobiographical reflection, based on the researcher ´s recovery of memories and experiences during the life-work journey while managing the Center for Art and Culture (NAC) of the Methodist University of São Paulo (UMESP ), since its inception in 2005. Understanding the process of creation, formation and inclusion of NAC at UMESP, as well as the exercise of cultural management in this university space were goals of this research, which highlights the dialogue between education and culture, mediated by art, from the insertion of artistic and cultural activities focused on respect for differences and appreciation of human and cultural diversity. What is the role of the cultural action within a university? How these actions can add to the process of educational training? What were the challenges involved the construction and establishment of the Center for Art and Culture at UMESP? These were generating issues for the development of this work, which used an (auto) biographical methodology. In the narrative, the researcher sought to revisit and reframe, with a view to producing knowledge, memories and stories that contributed to the construction of her own identity and that boosted her integration in the management of culture at UMESP, legitimizing and firming the Center for Art and Culture´s action, over its 10 years of existence. In reflecting on this practice, it became clear that working with the subjectivities is the great challenge of managing culture, as well as the construction of collaborative processes, in the perspective of "cause" and not "doing for" is the way to strengthening and deepening the actions.
Essa dissertação resulta de um processo de reflexão autobiográfica, com base no resgate de memórias e vivências do percurso de vida-trabalho da pesquisadora, a partir da experiência na gestão do Núcleo de Arte e Cultura (NAC) da Universidade Metodista de São Paulo (UMESP), desde a sua criação, em 2005. Compreender o processo de criação, constituição e inserção do NAC na UMESP, como também o exercício da gestão cultural nesse espaço universitário, foram objetivos dessa pesquisa, que destaca o diálogo entre Educação e Cultura, mediado pela Arte, a partir da inserção de ações artístico-culturais focadas no respeito às diferenças e na valorização da diversidade humana e cultural. Qual o papel da ação cultural dentro de uma universidade? Como essas ações podem somar com o processo de formação educacional? Que desafios envolveram a construção e constituição do Núcleo de Arte e Cultura da UMESP? Essas são questões geradoras do desenvolvimento desse trabalho, no qual é utilizada a abordagem (auto)biográfica como metodologia de pesquisa. Na narrativa propiciada por essa abordagem, a pesquisadora procurou revisitar e ressignificar, numa perspectiva de produção de conhecimento, memórias e histórias que contribuíram para a construção da sua própria identidade e que alavancaram sua inserção na gestão da Cultura na UMESP, legitimando e firmando a atuação do Núcleo de Arte e Cultura, ao longo dos seus 10 anos de existência. Ao refletir sobre essa práxis, evidenciou-se que trabalhar com as subjetividades é o grande desafio da gestão da Cultura, como também a construção de processos colaborativos, na perspectiva do “fazer com” e não do “fazer para” é o caminho para o fortalecimento e enraizamento das ações.
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Shim, Margaret Cheng-Sim. "Embracing cultural diversity in occupational therapy mental health practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39592.pdf.
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Demers, Patricia. "The relationship between service quality expectations and cultural diversity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39080.pdf.
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Hoskin, Gabril Dan. "Music and cultural diversity among Brazilians in Madrid, Spain". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602544.
Testo completoAbstract (sommario):
This thesis examines music-making among Brazilian migrants in Madrid, Spain. It explores how cultural diversity is mediated through music and articulated in dialogue with national stereotypes of Brazil harboured by Spaniards. Since the independence of Brazil the country's popular music has been engaged in a unique dialogue with other international styles giving rise, in the early 20th century, to hegemonic notions of Brazil as a hybrid, happy, sensuous country represented by samba. With the country's urbanisation, the rise of new civil movements and the return to democracy in 1985, however, cultural diversity gained unprecedented attention as a wealth of previously under-represented ethnic and regional populations and their accompanying musical styles exploded onto the national scene. Developments in the cultural industry allowed such populations to make claims on national and international musical styles while articulating 'rooted' ;, identities through the manipulation of discourses and practices of 'mixing'. These new configurations have posed a threat to urban, middle class populations who had previously claimed to represent diversity while projecting a ,'civilised' image abroad. As Brazil suffered a series of economic crises in the 1980s, large numbers of middle class Brazilians began to migrate abroad and at the turn of the century, other previously under-represented populations were able to do the same. This has led to an increasingly heterogeneous Brazilian transnational scene where nationalism must be negotiated between them and between 'host' countries for whom hegemonic notions of Brazilian-ness remain. I argue that music-making provides a fundamental tool through which Brazilian immigrants articulate 'rooted' cosmopolitan identities through such negotiations
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Nathan, Max. "The economics of cultural diversity : lessons from British cities". Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/187/.
Testo completoAbstract (sommario):
This thesis examines the economic effects of cultural diversity; it focuses on recent experience in British cities, and on links between migrant and minority communities, diversity and innovation. Like many western societies Britain is becoming more culturally diverse, a largely urban process driven by net immigration and growing minority communities. Despite significant public interest we know little about the economic impacts. This PhD aims to fill these major gaps. First, I explore connections between diversity, immigration and urban outcomes. I ask: does diversity help or hinder urban economic performance? Initial cross-sectional analysis finds positive associations between ‘super-diversity’ and urban wages. Using panel data and instruments to establish causality, I find that net immigration helps raise native productivity, especially for high-skilled workers, but may help exclude lower-skill natives from employment opportunities. De-industrialisation and casualization of entrylevel occupations partly explain the employment results. Next I investigate links between co-ethnic groups, cultural diversity and innovation. I explore effects of co-ethnic and diverse inventor groups on individual members’ patenting rates, using patents microdata and a novel name classification system. Controlling for individuals’ human capital, I find small positive effects of South Asian and Southern European co-ethnic membership. Overall group diversity also helps raise individual inventors’ productivity. I find mixed evidence of effects on majority patenting. I then explore the case of London in detail, using a unique survey of the capital’s firms. I ask: does organisational diversity or migrant/ethnic ownership influence firms’ product and process innovation? Results show small positive effects of diverse managements on ideas generation. Diverse firms are more likely than homogenous firms to sell into London’s large, cosmopolitan home markets as well as into international markets. Migrant entrepreneurship helps explain the main result. Together, these papers make important contributions to a small but growing literature on diversity, innovation and economic development
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Becker, Jurgen Reiner. "Influence of values on the attitude towards cultural diversity". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4298.
Testo completoAbstract (sommario):
Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Although fifteen years have passed since the change in political dispensation in South Africa, the integration of citizens belonging to the previously disadvantaged sections of society is still progressing at a bewilderingly slow pace. Gaining access to the world of work is instrumental in the alleviation of poverty and the promotion of economic and social stability in a country still plagued by the legacy of apartheid. While South Africa is currently in the process of breaking down the scaffolding of apartheid and promoting the welfare of all South Africans along more equitably lines, the overall success of relevant initiatives fundamentally hinges on both the former oppressors and the formerly oppressed coming to terms with the past and, more importantly, engaging in a process of constitutional reconciliation and compromise to overcome unconstructive attitudes brought about through decades of colonialism, racism and segregation. Following from this, attitudes towards cultural diversity in general and, more specifically, the forces (i.e. nomological network of antecedents) that shape such attitudes, informed the research question that initiated the current study. Preliminary theorising culminated in the formulation of a tentative theoretical model explicating the relationship between various variables and the attitude towards cultural diversity. The proposed theoretical model in an effort to answer the question that initiated the research implied that values influence the attitude towards cultural diversity. Furthermore, it was argued that the relationship between values and the attitude towards cultural diversity is moderated by race and gender. The proposed theoretical model was formally assessed with the use of a convenience sample of 1 357 students from four prominent universities in South Africa (Northwest University, Cape Peninsula University of Technology, University of Stellenbosch, and Nelson Mandela Metropolitan University). A quasi double cross-validation procedure was utilised whereby a single sample was divided into two equal subsamples: (a) a calibration sample and (b) validation sample. A combination of qualitative and quantitative research paradigms was utilised in the current study. Only quantitative results are reported formally, although the qualitative technique of Critical Discourse Analysis (CDA) was utilised extensively during the stages of theorisation. The statistical analysis became naturally segmented in four distinct sections: the validation of the Schwartz Value Survey (SVS) and the Cultural Diversity Belief Scales (CDBS); the refinement of the SVS and CDBS; testing of the proposed theoretical model via Structural Equation Modelling (SEM); and testing the moderating effects of race and gender on the attitude towards cultural diversity by means of moderated regression analysis. Partial support was found for the proposed linkages between values main effects and the attitude towards cultural diversity, as well as for the moderating effects of race and gender on the value-attitude linkages. Conclusions were drawn from the results obtained and recommendations for future research have been made.
AFRIKAANSE OPSOMMING: Alhoewel die politieke bewind in Suid-Afrika reeds vyftien jaar gelede verander het, vorder die integrasie binne die samelewing van die voorheen benadeelde gedeeltes van die bevolking teen ‘n verstommend stadige pas. Die verkryging van toetrede tot die wêreld van werk dra by tot die verligting van armoede en die bevordering van ekonomiese en maatskaplike stabiliteit in ‘n land wat steeds deur die nalatenskap van apartheid geteister word. Met Suid-Afrika tans betrokke by die aftakeling van die apartheidsteierwerk en die bevordering van die welsyn van alle Suid-Afrikaners op meer gelyke grondslag, rus die algehele sukses van relevante inisiatiewe daarop dat die voormalige verdruktes en die voormalige verdrukkers met die verlede vrede maak, maar ook meer dat hulle deur ’n proses van grondwetlike versoening en akkoord die onopbouende houdings wat deur dekades van kolonialisme, rassisme en segregasie tot stand gekom het, kan oorkom. Vanuit hierdie agtergrond het houdings teenoor kulturele diversiteit in die algemeen en, meer spesifiek, die magte (d.i. nomologiese netwerk van voorafgaande gebeure) wat aan sulke houdings vorm gee, die navorsingsvraag laat ontstaan wat tot die huidige studie gelei het. Die voorafgaande teorie-ontwikkeling het tot die formulering van ‘n tentatiewe teoretiese model gelei om die verhouding tussen verskeie veranderlikes en die houding teenoor kulturele diversiteit te ontvou. In ‘n poging om ‘n antwoord te vind vir die vraag wat tot die navorsing gelei het, het die voorgestelde teoretiese model geïmpliseer dat waardes die houding teenoor kulturele diversiteit beïnvloed. ‘n Verdere argument was dat die verband tussen waardes en die houding teenoor kulturele diversiteit deur ras en geslag gemodereer word. Die voorgestelde teoretiese model is formeel geassesseer met gebruik van ’n gerieflikheidssteekproef bestaande uit 1 357 studente vanuit vooraanstaande universiteite in Suid-Afrika (die Universiteit van die Noordweste, die Kaapse Skiereiland Universiteit van Tegnologie, die Universiteit van Stellenbosch en die Nelson Mandela Metropolitaanse Universiteit).’n Kwasi dubbele kruis-validering (quasi double cross-validation) prosedure is gebruik waardeur ‘n enkelvoudige steekproefneming in twee gelyke steekproewe verdeel is: (a) ‘n kalibreringssteekproef en (b) ‘n valideringsteekproef. ’n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsparadigmas is in die huidige studie gebruik. Slegs kwantitatiewe resultate word formeel gerapporteer, alhoewel kwalitatiewe Kritiese Diskoers-analise (Critical Discourse Analysis) omvattend gebruik is gedurende die teoretiseringstadia. Die statistiese ontledings het op natuurlike wyse in vier duidelike afdelings verdeel: die validering van die Schwartz Value Survey (SVS) en die Cultural Diversity Belief Scales (CDBS); die verfyning van die SVS en die CDBS; die toets van die voorgestelde teoretiese model met behulp van Structural Equation Modelling (SEM); en die toets van die modererende effekte van ras en geslag op die houding teenoor kulturele diversiteit deur middel van modererende regressie-analise. Gedeeltelike ondersteuning is gevind vir die voorgestelde verband tussen hoof-effekte van waardes en die houding teenoor diversiteit, sowel as vir die modererende effek van ras en geslag op die waardes-houdings verband. Gevolgtrekkings is gemaak uit die resultate wat verkry is en voorstelle in verband met toekomstige navorsing is aan die hand gedoen.
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Weerasinghe, Liyana Arachchige Ashesha Paveena. "Cultural diversity and Indigenous participation on Australian corporate boards". Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/207760/1/Liyana%20Arachchige%20Ashesha%20Paveena_Weerasinghe_Thesis.pdf.
Testo completoAbstract (sommario):
This study explores Indigenous Australians’ participation on Australian corporate boards and investigates how Indigenous Australians pursue listed firm directorships, confirming their significant under-representation. A content analysis of Reconciliation Action Plans of listed firms reveals the existence of organisational initiatives to support the future leadership of Indigenous Australians. Through semi-structured interviews with Australian business leaders, perceptions of cultural diversity and pathways for Indigenous Australians to ASX directorships are detailed. Interview participants’ perceptions are organised under current status, views, and recommendations to improve cultural diversity. Key pathways to directorships are skills and experience, education and training, reputation, networking, and organisational support.
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Turhalli, Zeynep. "La protection du patrimoine culturel des minorités en droit international". Thesis, Paris 10, 2016. http://www.theses.fr/2016PA100188.
Testo completoAbstract (sommario):
Le patrimoine culturel des minorités comprend l’ensemble des œuvres matérielles et non matérielles de ses artistes et de ses savants, ainsi que les créations anonymes du groupe, comme la langue, les rites, les croyances, et les modes de vies, qui marquent l’identité culturelle du groupe et qui donnent un sens à la vie de ses membres.Comment protéger le patrimoine culturel de ces groupes et assurer leur contribution au patrimoine commun de l’humanité ?La première difficulté est le présupposé selon lequel la reconnaissance de l’identité culturelle collective de ces groupes dépend de leur reconnaissance juridique dans l’ordre juridique international. De ce point de vue, le droit international est un système constitué par et pour des personnes juridiques comme les États et les organisations internationales. La personne humaine ne trouve sa place dans cet ordre qu’en tant qu’individu sujet des droits de l’homme. Mais les entités comme les peuples, les minorités et les peuples autochtones ont besoin d’une reconnaissance juridique. La généralité du concept même de patrimoine culturel des minorités constitue un second obstacle. En l’absence de conventions explicites, le patrimoine culturel de ces groupes recouvre une réalité vaste et complexe, difficile à appréhender en droit. Dans cette thèse nous étudierons comment le droit international protège le patrimoine culturel des minorités. En effet, nous considérons que, bien qu’il n’existe toujours pas de définition précise et unifiée du patrimoine culturel, les développements juridiques récents démontrent bel et bien l’émergence d’une coutume internationale protégeant le patrimoine culturel des minoritésThe cultural heritage of minorities comprises the works of its artists, its intellectuals, as well as all the creations arisen from its memory and the collective knowledge, such as the languages, the shared rituals, beliefs, and ways of life, those mark the cultural identity of the group and give the sense to the lives of its members. How to protect the cultural heritage of these groups and ensure their contribution to the common heritage of mankind? The first difficulty in this regard is the presumption that the cultural heritage of these groups is linked to their collective identity. Thus, the protection of the identity depends to the recognition of the group as the subject of international law. From this point of view, international law is a system made by and for the legal entities such as States and the international organizations. The individual finds its place in this order as subject of human rights. Nevertheless, collective entities like peoples, minorities and indigenous peoples need a legal recognition. On the other hand, the generality of the concept of cultural heritage it self is a second obstacle before its legal recognition. In the absence of explicit conventions defining it, the cultural heritage of these groups covers a vast and complex reality hard to recognize in legal terms. In this thesis we analyze how does international law protects the cultural heritage of minorities. We consider, although there is not still any clear and unified legal definition of cultural heritage, recent developments demonstrate the emergence of a customary international law protecting the cultural heritage of these groups
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Yah, Yiyen Evodia, e Augusta Gbenga. "Do Multinational Corporations incorporate employees’ culture into their Organisational Culture? : Case of Sandvik AB, Sandviken Sweden". Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21173.
Testo completoAbstract (sommario):
Purpose: This study aims to investigate, if Multinational Corporations incorporate employees’ culture while forming their organisational culture and the impact of cultural integration on the organisation’s business activities. Design/methodology/approach: This is an exploratory research in which qualitative data is used. Interviews were administered to 14 employees at Sandvik AB, Sandviken in Sweden. As for validity and reliability, the data for this work was collected from a real life case (Sandvik) and the interview responses were transcribed and analysed in relation to what other scholars consider together with the ideas of the authors. Findings: This study shows that MNCs incorporate employees’ culture into their organisational culture. Factors of employees’ cultures are present in the organisational culture of Sandvik. Cultural integration as indicated by this study influences job performance, job satisfaction, and give a good image to the organization. It improves team members’ skills and creates aspiration among the employees. Originality/value and contribution: This topic seems to be one of the few studies that investigate if MNCs incorporate employees’ culture into their organisational culture. It therefore fills the theoretical gap in this area of study. The study contributes to the few studies of integrating employees’ culture into an organisational culture and acts as a start-up guide to future studies. Limitation: Only one MNC is used in this study. Ideally, another MNC would have been investigated, so as to know if the present results are recurrent with another case. The study is also limited to only the aspect that deals with the integration of employee’s culture into an organisational culture, and not cultural diversity in its totality. It is of interest for scholars in future studies to examine the topic under review relating to several organisations.
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Suk, Julie Chi-hye. "Recognition and pluralism : protecting minority cultures and diversity". Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289019.
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Thompson, Jody Alycia. "Transformation within College Students Participating in a Cultural Awareness Program: Perceptions of Becoming Culturally Competent". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29635.
Testo completoAbstract (sommario):
Cultural competence is defined as having the knowledge, skills, and attitudes to interact and assist people from culturally and ethnically diverse backgrounds (Sue, 2001). People who are culturally competent are aware of their own cultural background and the backgrounds of groups that are different. These individuals understand and appreciate a variety of cultures. Much of the research on cultural competence has focused on practitioners or graduate students in medicine, psychology, education, and social work (Eunice, 2004). Primarily, this research has looked at the training that these individuals have received and their attitudes about interacting with diverse groups.
Howard-Hamilton, Richardson, and Shuford (1998) proposed that a set of competencies be developed for college students similar to those created for practitioners. Examples of those competencies include an understanding the cultural backgrounds of other groups, being able to interact with diverse individuals, an appreciation for diversity and valuing social justice for all cultural groups, etc. Research on cultural competence and college students has primarily focused on attitudes of college students towards diverse individuals (Hu & Kuh, 2005; Nelson-Laird, Engberg, & Hurtado; 2005; Pascerella & Terenzini, 2005; Pacerella, Edison, Nora, Hagedorn, & Terenzini, 1996; Whitt, Edison, Pascerella, Terenzini, & Nora, 2001). Studentsâ in and out-of-class experiences give them a holistic education in which they develop an appreciation of individuals whose cultures are different (Kuh, 1995). Yet, very little research has focused on studentsâ experiences learning about and interacting with individuals from other cultures.
The purpose of this study was to gain insight from students participating in a cultural awareness program regarding their experiences before and during college that shape their cultural competence. Specifically, I examined studentsâ perspectives on pre-college and college experiences that influence their values and beliefs about their own and othersâ racial/ethnic culture. The participants of the study were college students who participate in a cultural awareness grant program.
This study is phenomenological by nature. Data was obtained from interviews, field notes, and studentsâ journals. Three interviews were conducted with each of the participants. In the first interview, the students were asked about their backgrounds and how they describe their racial or ethnic culture. In second interview, the participants were asked about their interactions and experiences with other racial or ethnic groups on campus. The third interview focused on studentsâ opinions about learning about issues of race and ethnicity.
The data were analyzed using constant comparative analysis (Strauss & Corbin, 1998), inductive analysis (Patton, 2002) and open coding (Rossman & Rallis, 2003). Profiles of the participants were created from the interview transcripts and field notes (Seidman, 2006). The background, experiences, and perspectives of students were described in narrative form. Results of this study indicate that four factors have an impact on participants becoming culturally competent: (a) family influences, (b) formal learning, (c) encounters with others, and (d) personal interests.Ph. D.
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Winsteen, Albin Moran, e Haleh Nezamabadi. "One step further on the road to cultural diversity : - Implementing ethnic diversity among managers in Ericsson". Thesis, Stockholm University, School of Business, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6455.
Testo completoAbstract (sommario):
The aim of this study is to find out what keeps the foreign workers in Ericsson from achieving leading roles in the organization. The low presentation of the immigrants in Ericsson’s management team compared to the proportion of immigrants in lower positions, suggests that there might be a glass ceiling in the organization. By examining the existing obstacles that non-Swedish employees at Ericsson face in getting into the management team, we can come up with solutions that can make it easier to overcome these barriers. In order to find out these difficulties, fourteen interviews have been conducted with four groups of respondents: Immigrant managers, Immigrant employees, Swedish managers and Swedish employees. The results of these qualitative interviews are then analyzed to reach to a conclusion and the possible solutions to resolve these difficulties. These different groups have given different perspectives in looking at this complex phenomenon. We asked about the factors that were assumed to be the main problems such as: society’s culture, deficiency in recognition of competence, lack of contact network, lack of communication skills, internal factors and finally the organizational factors. The results proved that all these factors can affect the possibilities for career advancement for immigrant employees in Ericsson in some degree, but the most visible factors were the culture, lack of contact network, and internal factors. Therefore the organization can resolve these difficulties by focusing on increasing diversity awareness and training, helping the foreign employees form contacts using various strategies.
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Chavez-Haroldson, Maria Teresa. "LatinX Diversity Officers in Higher Education: Capacitating Cultural Values as Champions of Equity, Diversity, and Inclusion". Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1583658860303437.
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Barry, Pamela Louise. "Teacher's awareness and response to cultural diversity in the classroom". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22702.pdf.
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Luijters, Kyra. "Making diversity bloom coping effectively with cultural differences at work /". [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2008. http://irs.ub.rug.nl/ppn/.
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