42 results
Search Results
2. The USA: A Diverse Country and People.
- Author
-
Haas, Mary F. and Sunal, Cynthia Szymanski
- Abstract
This paper focuses on three activities for elementary students to develop the concept of diversity of peoples within the United States. Students are asked in each activity to select elements representative of their geographic area in the United States, while noting the differences within the common elements. A short booklist of titles about selected Native Americans and Hispanic Americans is included. (EH)
- Published
- 1995
3. Cases of Culturally Responsible Pedagogy: Reflecting on the Past and Present To Realign for the Future.
- Author
-
Huber, Tonya and Parscal, Jeannie N.
- Abstract
This document consists of workshop materials used during a paper/poster session at the Association of Teacher Educators (ATE) summer conference. Presenters modeled the use of case literature as a tool for teaching about culturally responsible pedagogy and effective instruction. The cases were developed from observations of and interviews with middle school teachers in a large metropolitan school district. The cases modeled a tenet of research findings on culturally responsible pedagogy: an active learning model in natural environments fostering cooperation and interdependence encourages development of self-esteem and maximizes learning for students regardless of differences related to culture and ethnicity, social status, gender, religion, home environment, genetic and biological factors, cognitive skills, learning styles, or personal experiences. Through role playing, participants were actively involved in analyzing case vignettes. The materials include a page of background information on culturally responsible pedagogy and two cases consisting of outlines, student opinions, a Hispanic teacher's journal, and pages of references. (AMH)
- Published
- 1991
4. [Comparative Migration Studies and Comparative Politics.] Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Ireland, Patrick
- Abstract
This paper addresses how the experience of the Fulbright Seminar in India has allowed the participant to enrich his teaching in comparative migration studies and comparative politics. The paper describes specifically how each course has changed as a result of the international experience. The report suggests questions for consideration as the courses are taught and explains how evaluation will be used to judge the efficacy of the course changes. (EH)
- Published
- 1997
5. The Face of India: A Resource on the Humanity of India through the Ages. Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Pankow, Mary
- Abstract
This paper attempts to put a face on the nation of India and give a reality to the culture that will enhance the study of the Indian subcontinent and its people. The resource guide provides background information for cultural study of the Indian region, but is not intended to be a concise study of the subcontinent. Sections of the paper include: (1) "History"; (2) "Geography"; (3) "Belief Systems"; (4) "Aesthetics"; (5) "Diversity"; and (6) "Indians on India." (EH)
- Published
- 1997
6. The Edicts of King Ashoka and Character Education: An Approach, Rationale, and Procedure. Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Hare, Delmas E.
- Abstract
This paper examines the Georgia law mandating character education and how India has addressed a similar situation with its diversity by using the "Jakarta Tales." These children's tales are Buddhist in origin, have clearly stated morals, but lack a distinct Buddhist doctrinal bent. The paper advocates that a similar orientation could be developed by building a character education program based upon India's "The Edicts of King Ashoka." The report describes how the Edicts could be presented, how they could be applied to the historical situation as well as the contemporary situation, and how they could be reformulated into final student projects. (EH)
- Published
- 1997
7. Jammin' with Shiva: Tradition and Transformation of the Dance in India. Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Bergeron, Ann A.
- Abstract
This paper is a basic resource that may be used as an outline for a curricular unit which is intended to be a comprehensive introduction to the Dance of India. Interwoven with the factual, historical, and descriptive material are observations, perceptions, and connections based on the author's experience in the Fulbright seminar in India. The conclusions, obviously from a Western perspective, could be used as a starting point for discussion and debate regarding current trends in Indian dance. The paper provides both historical and contemporary information on dance of India. Contains a glossary and a list of: Indian dance resources, audio/visual resources, and teaching materials available in the U.S.A. (Author/EH)
- Published
- 1997
8. The Canadian Maritimes: Images and Encounters. Pathways in Geography Series Resource Publication, Title No. 6.
- Author
-
National Council for Geographic Education. and Ennals, Peter
- Abstract
This guide covers the Canadian Maritime provinces of New Brunswick, Prince Edward Island, and Nova Scotia. The first in a series prepared for geographers and those interested in travel, this guide is written by local geographers or others with special expertise on the area and provides insights and a feeling for place that textbooks often miss. This guide introduces a region outside the geographical experience of most people in the United States and of many Canadians. The complexities, joys, and challenges of this multicultural region are presented for further exploration. Part 1, "An Overview of the Region," includes: (1) "Introduction"; (2) "First People"; (3) "The Maritimes in Canadian History"; (4) "The Environment of the Maritimes"; (5) "Physical Geography"; and (6)"Environmental Problems." Part 2, "The Regions of the Maritimes," includes: (1) "Acadia"; (2) "'Acadian' or 'Maritimer': A Question of Identity and Geography" (Samuel Arsenault); (3) "Editor's Postscript"; (4) "Prince Edward Island"; (5) "Prince Edward Island: Garden of the Gulf--The Million Acre Farm" (Peter Ennals; Frank Driscoll); (6) "Halifax"; (7) "Halifax and Its Region" (Hugh Milward); (8) "The Annapolis Valley"; (9) "Down the Length of the Annapolis Valley" (James E. Taylor); (10) "Nova Scotia's South Shore"; (11) "Touring the South Shore" (Elaine F. Bosowski); (12) "Cape Breton Island"; (13) "Cape Breton Island and the Five Themes of Geography" (Stephen Hornsby); (14) "Selected References"; and (15) "Contributors." Part 3 lists field trip itineraries for the region. Maps, charts, and drawings accompany the text. Contains 33 references and a list of contributors). (EH)
- Published
- 1993
9. Cultural Exchange: An Interdisciplinary, Whole Language, Inclusion Program for Teaching Social Studies, English, Understanding, and Tolerance.
- Author
-
Klob, Michaeline and Michaels, Kimberly
- Abstract
This book describes how to establish a Cultural Exchange Program in a school. The Cultural Exchange Program is a partnership between special education students and teachers, regular education students and teachers, and the community. The program involves a member of the international community visiting the school approximately once a month. Before the visits, students learn about the speaker's country, prepare welcome signs, name tags, food, and a list of questions to ask during the presentation. During the visits, students have an opportunity to talk with individuals from other countries, learn different cultures, lifestyles, and become familiar with some of the traditions practiced abroad. After these visits, students work with mentors learning the writing process and writing skills through assigned projects about the speaker's country. Sections of the book include: (1) "The Cultural Exchange Program"; (2) "What the Students Say About Cultural Exchange"; (3) "Communications and Public Relations"; (4) "Specific Lesson Plans for Cultural Exchange"; (5) "Brief Overview of the Writing Process"; and (6) "An Example of a Cultural Exchange Unit." (EH)
- Published
- 1996
10. Language Training at the Secondary Level: Linguistic and Cultural Foundation.
- Author
-
Morris, Michele R. and Verdaguer, Pierre
- Abstract
Two papers concerning secondary school language training are presented. "Foreign Language Training: Bridging the Gap between High School and College," by Michele R. Morris, outlines some of the problems of high school-college second language articulation from the point of view of a college teacher. Student placement in college foreign language courses is pinpointed as a primary problem area, and statistics from one university's placement process are presented to illustrate screening inadequacies. The problems most often encountered in placement tests and in subsequent meetings with students in class are found to be in aural comprehension, syntax, morphology, and pronunciation. It is recommended that college teachers be somewhat less ambitious and allow the students to learn thoroughly and accurately at first, increasing content later and including more authentic documents. "Cultural Stereotypes: A Schizophrenic Vision of Modern France. A Survey of High School Teachers of French," by Pierre Verdaguer, reports the results of a survey of secondary school teachers in the Washington, District of Columbia area concerning the extent, the forms, and the reasons for stereotypical misconceptions about modern French culture. (MSE)
- Published
- 1984
11. Culture: Map, Research, Present, and Write.
- Author
-
Turvey, Joel
- Abstract
A small group activity involving the study of a cultural group is presented. The assignment consists of four activities: making a map, giving an oral report, choosing a writing activity, and participating in a skit about a cultural group. The assignment lists seven step-by-step procedures and grading criteria. Student groups choose among 12 cultural groups and 12 cultural universals. A list of the 10 skills involved in the assignment is included. The paper contains a "Group Check Sheet"; an "Introduction to Maps and Atlases," which describes 7 types of maps and 5 categories of atlases; a "Map Reproduction Activity," which lists 10 steps on making the assignment map; a "Group Presentation Sheet," which lists 12 categories for discussion; "Preparing a Skit about Your Cultural Group," which lists 7 steps; "Writing to Explore Your Cultural Group," which includes discussions on a diary, dialogue, and letter; a "Group Work Self-Evaluation" form; and a "Culture Project Evaluation" form. (TRS)
- Published
- 1984
12. Incredible Diversity: A Unit on Indian Literature. Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Gilmore, Elsie
- Abstract
This paper describes a unit in a high school world literature course which focuses on non-Western literature. The novel on India to be included is "Nectar in a Sieve" by Kamala Markandaya. The 13-day unit includes worksheets and focus questions for research. Additional novels are suggested with a rationale presented as to why the Markandaya novel was chosen. (EH)
- Published
- 1997
13. [India within World History.] Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Bragdon, Ann E.
- Abstract
This paper presents slide narration to accompany eight separate units on India to be used in World History classes or other areas across the curriculum. Units include: (1) "Religion: India's Diverse Temples and Sacred Places"; (2) "Styles of Dress: Shimla to Kerala"; (3) "Traditional Dance in India"; (4) "South India: Kerala & Tamil Nadu"; (5) "The Taj Mahal and Agra Fort"; (6) "Rajasthan"; (7) "Urban India: Bombay, Calcutta, and New Delhi"; and (8) "Village Life & School Visits." The narration is done in conjunction with slides developed by the participant in the Fulbright-Hays Summer Seminars Abroad program in India. (EH)
- Published
- 1997
14. Taking Care of Business: A Manual for Doing Business across National and Cultural Boundaries. Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Okoli, Emeka J.
- Abstract
This paper contains information written from the perspective of a U.S. executive traveling overseas for the first time. The ideas presented are to help ease the fear of the experience. Sections include: (1) from outside looking in; (2) encounter stage and transition shock; and (3) taking care of business in a foreign environment. The seminar participant notes his interest is both personal and professional. He is an African from Nigeria where, like India, many ethnic groups exist and many languages and dialects are spoken. Also, he desires to explore the similarities and differences between Indian, American, and Nigerian cultures in the areas of diversity management. Recommendations for future travelers in foreign countries are made. Contains a list of 20 references. (EH)
- Published
- 1997
15. Women's Writing in India: An Adaptable Syllabus with Annotated Reading List. Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Morris, Ruth
- Abstract
This paper contains a course outline for a survey of writing by women from various time periods, geographic regions, and social classes of India. Particular attention is given to themes and issues concerning women's lives with readings on topics such as women's work, health and water, children, and religion. The reading list is arranged alphabetically into fiction and nonfiction sections with brief annotations about the contents of the books. (EH)
- Published
- 1997
16. Contemporary Slums of India from a Geographic Perspective: A Three-Day College Unit. Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Orf, Thomas M.
- Abstract
This paper contains a course outline for a teaching and learning unit to examine India's slums from a geographic perspective. Students in a college freshman and sophomore Human Geography class will discuss the problems and prospects of these slums. The unit is divided into three parts: (1) background information examining the slums from a contemporary geographic perspective while simultaneously discussing its relevance in a Human Geography class; (2) student activities involving critical thinking where students examine these characteristics of the slums through the use of role-playing; and (3) a slide presentation showing many of these slum conditions as they presently exist. Each part of the unit may be covered in one 60-minute class session. (EH)
- Published
- 1997
17. [Indian Environmental Policy.] Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
Hitzenbuhler, Maeve
- Abstract
This paper contains suggestions for a course about student-centered case studies in an effort to enhance student research and internships in international nongovernmental organizations (NGOs). The curriculum is in addition to a currently existing International Environmental Policy course. The areas of the curriculum include: (1) "India's Environmental History"; (2) "Development"; (3) "Environmental Policy"; and (4) "Case Studies." The case studies approach requires students to research current environmental issues and develop policy intervention. A sampling of case studies are suggested. Contains 24 primary and secondary sources. (EH)
- Published
- 1997
18. [English as a Second Language; Freshman English; and Indian Literature.] Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
United States Educational Foundation in India. and Wright, Kathleen M.
- Abstract
This paper contains three lesson plans about India for use at the community college level by teachers of freshman English, any literature course that includes a unit on Indian literature, or English as a Second Language. The lessons vary in length and depth with the pace set by the professor. None is intended to be completed in one class period. The lessons contain objectives and procedures for conducting the lesson, as well as suggestions for additional resources. (EH)
- Published
- 1997
19. India in the Twenty-first Century: The Challenge of Population Growth. Fulbright-Hays Summer Seminars Abroad, 1997 (India).
- Author
-
La Fleur, Mary Ann
- Abstract
This paper contains a course outline for a five-hour graduate class focusing on the issue of population in India. Students examine contributing factors to population growth, along with studying characteristics of, and efforts to, control population growth. The significance of ethnic diversity in India also is addressed. Group discussion and group work are used throughout the course. A materials list accompanies the outline with suggestions for culminating activities and evaluation procedures. (EH)
- Published
- 1997
20. Culture Capsules: A Route to Biculturalism.
- Author
-
Gonzales, Phillip
- Abstract
Biculturalism is considered a necessary curricular component in bilingual education. In the attempt to meet this challenge, schools often adopt a combination of cultural curriculum models currently available. While these models have intellectual advantages, they lack inclusion of affective considerations. The bicultural approach, on the other hand, actively and directly familiarizes students with the attitudes, value systems, communication styles, and thinking and behavioral patterns consistent with and necessary for the development of bicultural abilities. "Culture Capsules," or minidramas portraying actual or potential real life situations, are a strategy designed to assist teachers facilitate the development of biculturalism. The rationale behind them is: (1) teachers and other school personnel must be cognizant of the nature of culture and biculturalism; (2) they need to realize the basis for conflicts that may occur between culturally divergent groups; and (3) they need to be familiar with the process of operationalizing an atmosphere required in fostering biculturalism. Three sample culture capsules designed for use at three different educational levels are presented. The objectives, uses, types of problems that are suitable for such capsules, adjustment of the capsule to participants' needs, and the components of a capsule are discussed. (AMH)
- Published
- 1979
21. A Model of Instruction for Integrating Culture and Language.
- Author
-
Papalia, Anthony
- Abstract
An integrated model of instruction in language and culture uses a sequential method of discovering sensation, perception, concept, and principle to develop self-analysis skills in students. When planning activities for learning a language and developing cultural understanding, teachers might follow a sequence such as the following: introduce students to linguistic and cultural items through the senses, have students interpret these linguistic and cultural phenomena, ask students to formulate linguistic and cultural concepts as a way to organize knowledge and identify values, and assist students to develop appropriate ways of responding in diverse linguistic and cultural situations. The elements of communicative proficency include interactional use of the language, linguistic competence, discourse and cultural inference, and strategic functions. To attain the goals of an integrated culture and language curriculum, teachers must provide students with appropriate vocabulary, situations, functions, and cultural presentations. Then they must be able to provide an analysis of the culture by drawing from various sources and disciplines. To facilitate this task, a list of topics with questions and cultural concepts for exploration is presented. (MSE)
- Published
- 1984
22. Using Culture to Teach Languages.
- Author
-
Ferguson, Henry
- Abstract
Language learning is a form of cultural learning, and cultural learning embraces language learning. The goal of cultural learning is a continuing search for understanding that bridges cultures. Language can be a bridge, a system that constructs reality as it communicates about reality. Education in the U.S. has tended to define culture as American culture, and so has institutionalized ethnocentrism. To change this approach, significant reforms in teaching are needed: (1) language teachers should no longer call their subject foreign, because this practice engenders prejudice; (2) teachers need more substantial training in semantics, kinesics, proxemics, sociology, anthropology, ethnography, and communications theory; (3) literature should be learned as culture rather than as criticism; (4) meaning must be combined with grammar, and function with form; (5) language teaching must take into account that the American university model of knowledge and authority may not correspond to that of other countries; and (6) methods and materials should be more geared to what is current and real in other countries. (MSE)
- Published
- 1984
23. An Introductory Lesson on Mexican Culture.
- Author
-
Finer, Neal
- Abstract
This is a brief guide for designing instructional materials for use in bilingual/bicultural education at the secondary level. It presents a teaching model for use in a pre-service meeting to show teachers what they can do in developing appropriate curriculum on Mexican culture (with content applicable to classes in Spanish, art, history, developmental English, and so forth). There is a step-by step consideration of the organization of the teaching model, including: (1) statement of the key idea to be developed, (2) presentation of illustrations to enliven concept development, (3) lesson objectives, (4) prefatory information for implementing lesson methodology, (5) suggested content-recommended activity (introduction, development, concluding evaluation), (6) alternative reinforcement experiences, and (7) sources (detailed content and general background resources). Four guiding criteria for designing curriculum on Mexican culture are stressed in the teaching model, which include: (1) humanistic focus (2) contemporary viewpoint (3) balanced, accurate treatment of cultural realities (4) a multi-disciplined approach. (Author)
- Published
- 1976
24. Games and Simulations in the Foreign Language Classroom. Language in Education, No. 13.
- Author
-
ERIC Clearinghouse on Languages and Linguistics, Washington, DC. and Omaggio, Alice C.
- Abstract
This paper presents some of the materials available for games and simulation activities in the foreign language classroom and organizes the materials in terms of their usefulness for reaching specific instructional objectives. The list of games and simulations represents a wide variety of activities that can be used in the development of various skills in any second language. Sample games are provided in French, German, Russian, Spanish, Chinese and Italian. Each game has been analyzed to determine its particular objective in language skills development and has been integrated into a simplified taxonomic structure of language-learning tasks. These tasks progress from simple to complex. The first half of the compilation includes games that are designed to strengthen students' command of discrete linguistic features of the second language; the second half includes games that require more complex communicative operations. Games in the first section, "Knowledge of Specifics," focus on mastery of language forms; those in the section entitled "Development of Communication Skills," focus on the meaning of the message communicated. The description of each game includes the purpose, level, directions for play, materials needed, and the source. (Author/AMH)
- Published
- 1978
25. Social Studies: Bringing the World Closer to Home.
- Author
-
Georgia Council for the Social Studies, Athens. and Richardson, Helen W.
- Abstract
This yearbook provides teaching strategy topics of general interest to social studies teachers of all grade levels. This first annual yearbook focuses on using social studies to bring the world closer to home. There are 17 papers, including: (1) "Getting Ready for the World" (Angene H. Wilson); (2) "Making Cultural Connections: A Cultural Resource Center for Unity and Diversity" (Dennis Kreps; Carolyn Diener; Claudia Crump); (3) "The Template of the Investigative Reporter" (Clark Johnson); (4) "Connecting with the Global Community" (Richard Oakes Peters); (5) "Bringing the World Closer to Home" (Clark Johnson); (6) "Coming Down the Road: Exploring Local History with Six, Seven and Eight Year Olds" (Robert W. Maloy; Sharon A. Edwards); (7) "Teaching About Other Cultures" (Julia Mitcham; Peggi Joyner; Peggy Puryear; Julie Kunce); (8) "Champagne Wishes and Caviar Dreams" (Darlene Stewart Young); (9) "Activities for Studying Ecuador Through the Five Themes of Geography" (Mary E. Haas; Cynthia Szymanski Sunal; Lois McFadyen Christensen); (10) "Geography: Passport to the World" (Robert M. McCann); (11) "Scotland Map Game" (Audrey C. Rule); (12) "Environmental Crises in Benin, Lesotho, and Senegal" (Christine Pratt-Consoletti); (13) "The Mercantile System: A Simulation for High School History Classes" (Neil Nichols); (14) "From Ostrich Eggshells to Soda Pop Cans! Cultural Change and Adaptation of the !Kung San: A Lesson Plan" (Michael J. Berson); (15) "Comparing Ourselves to Others: What Do Teenagers in the United States and Korea Think about Family Obligations, Future Employment, and Their National Economy?" (Jo Ann Cutler Sweeney; Stuart Foster; Yonjoo Choo); (16) "Japan's Feminists: Resisting the Policies of the Meiji Government" (Lyn Reese); and (17) "Who Were the Kamikaze Pilots? A Short-Term Inquiry Experience" (Jack M. Sheridan). (EH)
- Published
- 1995
26. The Influence of Teachers.
- Author
-
Csikszentmihalyi, Mihaly and McCormack, Jane
- Abstract
Educating youth about the goals of the social/cultural system in which we live is largely the responsibility of teachers. Enthusiastic and dedicated teachers are able to transform the classroom into a place where the values, habits, and patterns of behavior that are a part of this culture are passed on to the future generation. (MD)
- Published
- 1986
27. Periodization in World History Teaching: Identifying the Big Changes.
- Author
-
Stearns, Peter N.
- Abstract
Discusses how periodization (the categorizing of history into identifiable periods) can be used effectively in world history courses to make the subject matter manageable and to avoid overwhelming the students with details. Presents a schema which interweaves technology, economic contacts, and cultural systems to help students handle the idea of change without falling victim to simple determinism. (GEA)
- Published
- 1987
28. Play and Culture: Implications for Teachers.
- Author
-
Guddemi, Marcia Priess
- Abstract
Discussion begins with an exploration of the relationship between play and culture and concludes with recommendations for teachers of children in multicultural classrooms. Intermediate sections discuss cultural awareness and the role of the teacher in promoting cultural understanding among children. Included in the discussion are remarks about numerous functions of play, a list of five facts considered important in dealing with cultures and American social classes, and a list of skills and characteristics that are necessary and desired attributes and abilities of teachers assigned to multicultural classrooms. Teachers are advised to remember that most Americans are not middle class, most lower class Americans are white, most welfare recipients are white, working class and middle class are not synonymous, and every cultural group has its own social hierarchy of classes. It is specifically recommended that teachers (1) provide many opportunities for dramatic play; (2) use manipulatives from the child's environment; (3) use literature that reflects many cultural backgrounds; (4) encourage language in informal settings; (5) celebrate many multicultural customs and games; (6) provide daily routines and activities for the entire group; (7) invite parents into the classroom as resources and models; and (8) address the special needs of the interracial child. (RH)
- Published
- 1987
29. What Is Culture: An Activity-Oriented Teaching Unit.
- Author
-
Beaulieu, Jill
- Abstract
This paper presents a unit which defines the term "culture" and is to be used to introduce the ninth grade global education program in New Brunswick (Canada) schools or a similar global education curriculum. The working definition of the term culture is the way of life of a people, including all the manifestations of an identifiable human population's pracatical, creative, and reflective thought, as revealed through their technology, their arts, and their institutions such as government and religion. The unit's methodology encourages active student involvement in the learning process and group interaction. Each lesson plan includes topic, purpose, behaviorable objectives, materials, methods, homework, and evaluation suggestions. Six lessons examine culture through: (1) artifacts from different cultures; (2) varieties of foods and eating habits in different cultures; (3) music and art; (4) women's roles in different cultures; and (5) a review of religion and mythology. The concluding section summarizes the previous study to help students formulate a definition of culture. A method for evaluating group work is presented. (SM)
- Published
- 1987
30. The Child as Informant: The Teacher as Ethnographer.
- Author
-
Sitton, Thad
- Abstract
Presents evidence that children have their own culture; argues that teachers need to pay close attention to child culture, periodically approaching students as ethnographers approach culturally knowledgeable informants. Examines reasons why teachers may be insensitive to children's culture and explains the benefits of an ethnographic approach. (ET)
- Published
- 1980
31. L'enseignement de la civilisation en questions (Questions on the Teaching of Civilization).
- Author
-
Porcher, Louis
- Abstract
The questions addressed concern: (1) the connection between language and culture; (2) the need for a systematic analysis of general methodology in language teaching; and (3) problems related to instructional materials, including content, teaching materials, authentic documents, and the relation between traditional concepts of culture and daily life. (AMH)
- Published
- 1982
32. Fairy Tales as a Cultural Context in the French Classroom.
- Author
-
Obergfell, Sandra C.
- Abstract
Discusses the use of fairy tales in intermediate and advanced French courses as source material for discussion of French cultural values and traditional behavior patterns. Methods of analyzing values in a fairy tale and implementation in the classroom are discussed using "Le Petit Chaperon Rouge" as an example. (AMH)
- Published
- 1983
33. Understanding the unexplained : healthcare professionals' attitudes towards, and understanding of, medically unexplained symptoms
- Author
-
Kadir, Sanaa
- Subjects
Medically unexplained symptoms ,Attitudes of health personnel ,Europe ,Culture ,Mental health ,Clinical Psychology ,thesis - Abstract
Systematic Literature Review: The literature review explored why healthcare professionals have negative attitudes towards patients with Medically Unexplained Symptoms (MUS) and how these attitudes developed. Six databases were searched and twelve papers were found. A meta-ethnography approach was used to synthesise the papers and draw overarching understandings. All of the papers researched medical doctors in Europe. The synthesis revealed that a lack of training contributed to negative attitudes. The attribution of symptoms impacted attitudes. The doctor-patient relationship was found to be a key mediating factor for attitudes. Professionals also had to manage their own emotional reactions to MUS presentations. The review suggests that negative attitudes may reflect the difficulty for professionals in working with the MUS presentation. Further education and support is required. Empirical Research Project: Research suggests that culture can impact the presentation of symptoms and engagement with psychological services. However, how culture impacts this specifically within the context of Medically Unexplained Symptoms (MUS) is not known. Twenty psychologists took part in semi-structured interviews to explore this. The transcripts were analysed using Thematic Analysis. Cultural identity and sense-making was an overarching theme which noted the impact of cultural narratives, faith and spirituality, and intersectionality on the explanations of MUS. Systemic barriers to access were found to be related to family narratives, stigma and institutional discrimination. The link between mental health and MUS was emphasised, with the link between mind and body and the cycle of poor mental health being contributing factors. Earlier psychological intervention and co-construction of meaning were noted as key in improving the patient journey. It was clear that culture needed to be considered within MUS to improve patient outcomes.
- Published
- 2021
- Full Text
- View/download PDF
34. Mystic utterances in Tukkhā songs of the Rājbaṃśīs : poetics, performance, and liberation through the mind-body amalgam
- Author
-
Bhowmik, Ranjamrittika and Acharya, Diwakar
- Subjects
Mystics ,Metaphor in literature ,Ethnology ,Metaphor ,Tantras--Criticism, interpretation, etc. ,Folklore--India--Bengal ,Anthropology of religion ,Tantric Buddhism ,Mysticism ,Marginality, Social ,Mysticism in music ,Yoga in literature ,Tantric literature ,Asianists ,Mysticism in literature ,South Asia--Languages--Transliteration into English ,Culture ,History in literature ,West Bengal (India)--Social conditions ,Poetry ,Hindu philosophy in literature ,South Asian literature ,Indigenous arts ,Literature and folklore ,South Asia ,South Asian Studies - Abstract
My doctoral dissertation aims to study the Tukkhā songs of North Bengal composed by the Rājbaṃśī community in the Rājbaṃśī lect, a living tradition largely unexplored by the academic community in Bengal and beyond. My paper analyses language and practice, combining literary criticism with anthropological research. These songs were influenced by the esoteric devotional traditions such as the Buddhist Sahajayāna, Śaiva, Śākta and Vaiṣṇava traditions of north-eastern India. I have conducted extensive fieldwork in North Bengal (2017-2020) and documented and archived a number of songs (close to one hundred), interviews and audio-visual performances. My work focuses on the oral tradition (songs) and performative art and on the direct connections between the Rājbaṃśī living traditions, rituals and cosmology depicted in Tantric medieval literature. My work explores mysticism and language, politics of an alternative imaginative space, which I examine as an expression of esoteric devotionalism in the context of the socio-historical and religious evolution of the Rājbaṃśī community. I assess the artistic and political implications of this literature through a close assessment of how it is performed in the present day. I have translated a corpus of these songs into English for the first time and majority of these songs have not been published before. These songs have created a powerful medium of their self-assertion of the historical consciousness of the Rājbaṃśī community, which has been subjected to political and cultural marginalization. This community has produced diverse genres of songs including Tukkhā, Bhāwaiyā, Tistābuṛir gān (songs for Tista river), songs for Satya- Pīr and Maynāmatī (related to the Nāth cult in Bengal), which are important documents of the cultural traditions of this community, thematically and historically in terms of content, literary value and performance traditions. My thesis also explores notions of identity, marginality, subjectivity, and constructs a critical history 'from below' through the medium of literature of the Rājbaṃśī community. While studying the various metaphors used in the Tukkhā songs, the thesis will try to understand the various strands of heterodox religious ideas that were deeply imbricated in older Tantric traditions and how they were responded to, negotiated with, assimilated, and hybridized. The contours of Tukkhā, as a field and as a living tradition have been refigured and reinvented, while it has engaged with various socio-historical changes in historical, religious and political landscape of North Bengal. The metaphors contained in the songs reveal socio-religious and historical clues about the possible influences on these songs in the absence of substantial secondary sources of literature on the Tukkhā songs. My strategy was to connect the various strands of socio-religious traditions and their influences on the Rājbaṃśī community in constructing a preliminary history of the Tukkhā tradition.
- Published
- 2023
35. What happened within the police service when the government created the offence of "Corrupt or Improper Practice" in Section 26 of the Criminal Justice and Courts Act 2015?
- Author
-
Brookshaw, Brendan Peter
- Subjects
Autoethnography ,corruption ,police ,implementation ,culture ,ethics ,management - Abstract
Purpose: This PhD thesis offers explanations for the way in which the offence of Corrupt or Improper Practice by police officers was implemented within the service and is analysed through a framework of the psychology, ethics, and management of implementation. Using autoethnographic data as policing parables, it explores stories of police misconduct and suggests theoretical underpinnings for the drivers of corruption and how the police may react to it. Design/methodology/approach: This research is an autoethnographic examination of the author's last two years as a serving police officer leading the Professional Standards Department of a large rural UK police force. The data consists of reflections on the emotional and philosophical impact on the author created by day-to-day interactions with police officers recorded in personal journals. Findings: The paper offers the new concepts of The Honest Cop Belief, the Ethical Trihedral, and Hyper-Procedural Pseudo-Compliance which are presented through an encompassing model of policing implementation named the Triangle of Kakistocracy. This model is offered as an original theoretical lens for other researchers to consider when examining the workings of the police. It discusses organisational and personal arrogance arising from the psychological impact on officers of ingrained cultural icons such as the Blue Wall of Silence. The Ethical Trihedral is presented as a model for analysing ethical incompetence in the police which is the suggested outcome of tension arising from conflicting philosophical paradigms. The impact of neoliberal managerialism in liquid modernity is examined to offer explanations for perceived moral cowardice in police managerial decision making which takes the form of hyper-procedural pseudo-compliance. Originality/value: Autoethnographic insider-research on police corruption is rare in the literature. Public trust and consent are vital to the British policing model, so divining esoteric police attitudes towards the harms perpetrated by abuses of their power is increasingly valuable in understanding police/public relationships.
- Published
- 2023
36. New Research and Trends in Higher Education.
- Author
-
Sousa, Maria José, Mercadé Melé, Pere, Molina Gómez, Jesús, Sousa, Maria José, and Suleman, Fátima
- Subjects
Education ,Humanities ,3D modeling ,Brazil ,COVID-19 ,IFPI ,OECD country ,PIAAC ,Patagonia ,Portugal ,Romania ,STEM ,STEM education ,academic burnout ,academic fraud ,academic integrity ,accountant ,admission exam in drawing ,architectural education ,architectural studies ,assessment ,average satisfaction index ,biology education ,civic engagement ,collaborative evaluation ,community service ,concept ,coping strategies ,creative thinking ,critical thinking ,cultural heritage ,culture ,cyber-archaeology ,digital ,digital pedagogies ,distance learning ,drawing ,education ,educational ,educational attainment ,educational management ,educational public policies ,educational system ,effective communication ,ego ,emergency online learning ,emergency online teaching ,emotional intelligence ,employability ,employers' engagement ,engineering students ,evaluation ,experiential learning ,financial behavior ,financial education ,gamification ,goodness of humankind ,hierarchical linear model (HLM) ,higher education ,higher education institutions ,higher education students ,inclusion ,individuality ,instructional data ,instructional design ,instructional technology ,knowledge integration ,language of science ,leadership ,learning analytics ,learning contexts ,learning models ,learning tasks ,lecturers ,macro-concept ,mastery ,mechatronics ,medication ,microscope ,mobile robot ,multi-stakeholder partnership ,nature ,network analysis ,online learning ,operational assistants ,peer assessment ,peer review ,perceptions ,performance ,personality traits ,photosynthesis ,policy ,postsecondary education ,private and state institutions ,professional bodies ,professions ,project-based learning ,qualitative research ,quantitative research ,reflexivity ,resilience ,resilience scale-10 ,robotics ,rubric ,satisfaction ,science education ,self-directed learning ,sentiment analysis ,social responsibility ,soft skills ,spiritual intelligence ,stress ,student reflection on learning ,student surveys ,students ,subsumption architecture ,task ,teacher profile ,teachers of special education ,teaching practices ,thinking skills ,training ,transversal competences ,trekking ,undergraduates ,university didactics ,university students ,use of ICTs ,validation ,validity ,veterinarian education ,virtual environment ,virtual reality - Abstract
Summary: This book aims to discuss new research and trends on all dimensions of Higher Education, as there is a growing interest in the field of Higher Education, regarding new methodologies, contexts, and technologies. It includes investigations of diverse issues that affect the learning processes in Higher Education: innovations in learning, new pedagogical methods, and new learning contexts.In this sense, original research contributions of research papers, case studies and demonstrations that present original scientific results, methodological aspects, concepts and educational technologies, on the following topics:a) Technological Developments in Higher Education: mobile technology, virtual environments, augmented reality, automation and robotics, and other tools for universal learning, focusing on issues that are not addressed by existing research;b) Digital Higher Education: mobile learning, eLearning, Game-based Learning, social media in education, new learning models and technologies and wearable technologies for education;c) Case Studies in Higher Education: empirical studies in higher education regarding digital technologies, new methodologies, new evaluation techniques and tools, perceptions of learning processes efficiency and digital learning best practice.
37. Financial and organisational control in the public sector : a paradigmatic exploration
- Author
-
Goddard, Andrew Richard
- Subjects
658 ,Accounting ,Culture - Abstract
The thesis comprises a set of published papers which together investigate the use of functionalist and interpretive research paradigms and methodologies to enhance the understanding and practice of organisational and financial control in the public sector. The thesis describes two ways in which both paradigms may inform such research. The first, referred to as a multiple paradigm approach, entails the investigation of one research site using both paradigms separately. The second approach, referred to as a multiparadigmatic approach, entails the use of both paradigms, concurrently. Neither paradigmatic approach has previously been taken to empirical research in public sector accounting. The thesis consists of seventeen chapters, arranged in four sections, linked by a preface. Each section focuses on a different research project which contributes to the overall thesis. The first section comprises three normative papers setting out the arguments in favour of researching financial control in the public sector using different paradigmatic approaches. In the second section a multiple paradigm approach is taken to investigate the relationship between organisational culture and financial control processes and behaviour. The section provides the first empirical evidence of the relationship between organisational culture and financial control processes and practice to be reported in management accounting contingency research literature. It shows that this relationship is complex and both constitutive and reflexive, and that it can be understood by a combination of 'scientific' analysis of appropriate questionnaires and 'naturalistic' understanding of historical and social processes. In the third section a multiparadigmatic stakeholder approach is taken to assist the strategic decision making process of a psychogeriatric community health service. In the fourth section a multiparadigmatic stakeholder approach is taken to designing and implementing an information system for community health services for the elderly. The thesis provides a clear methodology for using such an approach for these purposes and also provides extensive evaluations of the two applications.
- Published
- 1997
38. Family Customs and Traditions.
- Author
-
MacGregor, Cynthia and MacGregor, Cynthia
- Abstract
Recognizing the importance of maintaining open communication with immediate and extended family members, this book provides a compilation of ideas for family traditions and customs that are grounded in compassion and human kindness. The traditions were gathered from families in the United States and Canada who responded to advertisements in various locations. Chapter 1, titled "Family Harmony," contains short personal narratives describing ways families deal with commonplace events such as bedtime, food preparation and mealtime, greetings, chores, reading, storytelling, and television viewing that provide the basis for cherished childhood memories. Chapter 2, "Christmas and Chanukah Celebrations," includes personal family religious and secular traditions related to gift giving and receiving, foods and decorations, and family gatherings. Chapter 3, "Other Holidays, Birthdays, and Other Celebrations," presents family practices for Thanksgiving, Flag Day, New Year's Day, Father's and Mother's Day, birthdays, and adoption anniversaries. Chapter 4, "Invented Holidays," contains narratives describing individual families' celebration of invented holidays such as Back-to-School Holiday, Aunts' Day, or Midsummer Holiday. Chapter 5, "Keeping in Touch," includes ways families maintain contact with one another, such as audiotape round robins, family newsletters, and family reunions and auctions. Chapter 6, "Traditions Rooted in Superstition," presents "superstitious" traditions such as leaving by the same door one entered and various New Year's traditions to bring good luck. Chapter 7, "Miscellaneous Customs and Traditions," includes traditions not fitting into previous categories, such as developing a time capsule for a new baby, honor plates for family members, and vacation memory books. (KB)
- Published
- 1995
39. The role of culture in service quality : a cross-national study in Britain and Trinidad and Tobago
- Author
-
Chung, Sean
- Subjects
658.8 ,Complaint channels ,Cross-national research ,Consumer complaint behaviour model ,Service failure ,Qualitative ,Service quality model ,Culture ,Services marketing ,Perceived service quality - Abstract
The primary aim of this thesis was to explore the role culture plays in service delivery, more specifically on consumers' perceptions of service quality and its potential impact on complaint behaviour. A key premise of the thesis was that prominent models of service quality are conceptualized largely in western contexts without considering conceptual meaning in various contexts or nuances of meaning. Furthermore, there may indeed be unique aspects of culture in each context not yet identified in the extant literature. With this in mind, a qualitative approach was employed in order to gain an in-depth understanding of consumers' perceptions. The thesis was conducted in three stages culminating in three separate papers. Stage 1 involved a student sample of Trinidad and Tobago nationals currently enrolled at university in the North West region of the UK. Generally this stage served as a pilot for the larger cross-national study. Interview data and subsequent thematic analyses culminated in a holistic, multi-dimensional hierarchical framework labelled Conceptualization of Service Quality in Cultural Context (CSQCC). Within this framework two key cultural triggers called Culture of Closeness and Culture of Servitude where found to have an overarching influence on all variables in the model. As well as uniquely including culture, the CSQCC also encompasses human resources and operational variables not included in traditional service quality models namely Employee Work Ethic/Attitudes, Organizational Responsibility and Customer Responsibility. Stage 2 which included samples of British and Trinidad and Tobago nationals, all currently living in their country of birth were part of the larger study sample. Findings from both country contexts indicate that the general structure of the CSQCC identified in Stage 1 is upheld demonstrating universality in terms of the range of factors consumers utilize in their evaluations of service quality, at least in Britain and the UK. Notwithstanding the similarities, the importance weightings for the universal aspects of the CSQCC framework appear to vary. Furthermore, cultural triggers again were found to have an overarching influence consumers' perceptions, two such triggers were identified for British nationals-British Reserve and Culture of Cordiality, and for Trinbagonian nationals two additional triggers-Festive Culture and Culture of Entitlement. Data for Stage 3 was collected at the same time at Stage 2 and involved a cross-national analysis of consumer complaint behaviour. Based on the empirical data a Cultural Framework of Consumer Complaint Behaviour (CFCCB) was proposed inclusive of consumers' behavioural processes and post-interaction behavioural outcomes. There are four key processes-cognitive, motivational, environmental and emotive-with emotions playing a central role. The unique cultural triggers identified in Stages 1 and 2 were also found to influence these behavioural processes which in turn impact behavioural outcomes. To the best of the researcher's knowledge such a holistic model as the CFCCB has not been previously conceptualized. There is no such thing as "culture-free" behaviour; culture and human behaviour are deeply intertwined, and thus multinationals and global firms need to be environmentally sensitive, identify the cultural triggers in potential markets, and assess their likely impact on service quality delivery.
- Published
- 2015
40. World Problems in the Classroom. Educational Studies and Documents. Revised Edition.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Paris (France). and Abraham, Herbert J.
- Abstract
The purpose of this revised publication is to provide secondary teachers with practical suggestions on teaching about the United Nations system in conjunction with contemporary world problems and issues. Part One describes the foundation of the United Nations and discusses its purposes, members, and structure. Chapters three through 14, which comprise Part Two of the publication, treat the following topics: peace and security; disarmament; human rights; population; poverty and economic progress; the environment; the sea and sea-bed; social justice for workers; food and hunger; health; children's welfare; and education, science, and culture. Background information and questions for study and discussion are provided on each topic. A description of the functions of intergovernmental agencies related to the United Nations is provided on each topic. (Author/RM)
- Published
- 1981
41. To review how a school's vision creates its brand identity
- Author
-
Baber, Jon and Muschamp, Yolande
- Subjects
371.2 ,primary schools ,marketing ,brand ,culture - Abstract
A consequence of the 2005 Government White Paper on Education was the apparent continuation of the marketisation of education in England. As a result, it would appear that the need for schools to be able to market themselves within this culture was becoming more and more important. One of the key elements of an effective marketing strategy is the notion of ‘brand’. Consequently, this study explores the concept of brand within the environment of Primary education in the UK. In particular, it investigates the importance of an effective vision for generating a notion of brand within the school and the effects that this manifests. The research is conducted by using an Action Research methodology in which the researcher also assumed the role of consultant. This presented many potentially conflicting situations particularly with a view to maintaining validity and reliability. It was done by carrying out a sixteen month investigation into brand development within a primary school in the south-east of England. The results were obtained by a combination of ongoing data collection, questionnaire responses from school staff and interviews with a representative group of school staff. The focus of the research was potentially vast but was narrowed to an investigation of the relationship between vision and brand, the main component aspects of embedding a brand and an investigation into the effects of this on school staff. As a result, a model was developed to summarise the findings and present a potential methodology for subsequent research and development. The main findings were that a focus on brand development within the school, through the promotion and development of an effective vision, led to a greater sense of unity within the school staff, greater levels of staff engagement and motivation and a more positive atmosphere within the school.
- Published
- 2008
42. Development of an integrated business improvement system for construction
- Author
-
Beatham, Simon
- Subjects
624.068 ,Continuous improvement ,Performance measurement systems ,Culture ,Integration ,KPIs ,EFQM excellence model ,Construction industry ,Performance - Abstract
The construction industry has inherent problems due to its structure and fragmentation. Its poor performance has been challenged by its client base and it has been forced to seek ways to deliver improved performance. This project was initiated as a response to this challenge and represents one organisation's attempt to deliver improvements. This organisation provides both design and construction solutions, offering ‘total life of asset support' from business consultancy through to decommissioning, in a neutral contractual environment. Initial investigations of the integration of design and construction and of the use of the EFQM Excellence Model concluded that a holistic view of the organisation's performance was needed. Most organisations use traditional, easily quantifiable measures, such as time and cost, whilst neglecting the softer cultural issues, as a way of assessing overall business performance. This prompted further research into the use of performance measurement and also a review of the culture that existed within the organisation. It became clear that many performance initiatives failed because of the lack of ‘Change Action driven by Results (CAR)'. The failure to initiate change or implement action based on the results achieved, means that performance measures are not being integrated into the management systems of the organisations. Based on the conclusions of this work, this project has developed and implemented the Integrated Business Improvement System (IBIS) within the primary case study unit and also two other organisations, all of which are part of AMEC Plc. The project details the barriers that were experienced during the development and implementation of the system and concludes that it is the human component that is critical for the successful implementation and use of any improvement system. The findings of this work have been presented in five peer- reviewed papers.
- Published
- 2003
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.