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Young people in regional areas of Indonesia are attending school longer, aspiring for degrees and jobs outside of their home community, and learning less about their cultural traditions. In Poso, Central Sulawesi, Indonesia, a youth program called Jelajah Budaya, or Culture Exploration, aims to reconnect young people with regional cultural values, motivating them to become actors in preserving their traditions and for positive development. This paper examines the impacts of this program, along with Poso youth identity and aspirations more generally. The project explored these issues with young people in Poso through focus group discussions and Photovoice workshops. Interviews were also conducted with parents, cultural and local leaders, and youth program staff. Participants shared appreciation for how Jelajah Budaya has brought together youth from a wide range of Poso communities, building pride and awareness about regional cultural values. Still, insights from youth participants suggest that building awareness about cultural traditions may not directly translate to community-oriented aspirations or youth seeing their own role in their community's future. The project suggests that Jelajah Budaya should look to engage more directly with youth identities, including as individuals, and to demonstrate the relevance of the region's cultural traditions. Poso youth articulate their identities primarily through communal connections. While they are influenced by the normative ideals of becoming educated and modern, many also have ambitions related to entrepreneurship and some aspire to create jobs in their communities. These insights also echo other studies which demonstrate that regional identity should receive greater attention.

An increase in reports of undesirable professional behaviour in the nursing profession has prompted the question: How could the internalisation of skills, knowledge, values and beliefs be guided in student nurses to help them become effectively socialised as professional nurses? Using a sequential exploratory mixed-methods approach, the study addressed the above question. The researcher used focus-group interviews and field notes to explore and describe the perceptions of professional nurses and experiences of student nurses regarding the professional socialisation of students. The data generated from these findings were further used to determine and describe educators’ (N=128) perceptions on their teaching and facilitation of professional socialisation of students, using a self-administered questionnaire. The findings of both the qualitative and quantitative data were integrated to develop and validate guidelines to support educators and professional nurses in the professional socialisation of students. To establish rigour, the researcher applied measures of trustworthiness and performed validity and reliability tests. The qualitative data were analysed by utilising Tesch’s method of data analysis. The themes that emerged as influential in the professional socialisation of students were related to the professional nurse as role model, clinical supervisor, the educator, clinical learning environment, values and beliefs of the nursing profession and cultural and gender orientations. The quantitative data were analysed using descriptive and inferential statistics. Educators’ teaching and facilitation strategies revealed that the educator as a role model, the clinical environment, teaching approaches and cultural awareness were important social determinants in the professional socialisation of students. The qualitative and quantitative data were integrated to develop guidelines that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and clinical supervisor, the creation of a positive clinical learning environment, the educator as role model, the teaching and support of students, the work ethic of the professional nurse and educator, the students’ behaviour and cultural awareness. These guidelines propose recommendations for educators and professional nurses to support the professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)

Thesis (MPhil)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: This study consists of a proposal to construct and manage Moya weKhaya, a cultural centre on a vacant site linked to an existing park in A Section, Khayelitsha. The cultural centre is an innovative vision of urban renewal. The intention is to contribute towards addressing current social and cultural needs and challenge the historical realities of apartheid planning. The concept was initiated by two community-based organisations (CBOs) and the proposal has been developed through a series of meetings and workshops with the initiating CBOs. The approach to the project, from its inception, was based on a communicative planning approach and the intention of this proposal is to stimulate dialogue with government and other potential partners and garner support for the project. The proposal presents the rationale, vision and objectives of Moya weKhaya and describes the background and context in which the project was formulated. It locates the project within the current South African legislative and policy framework and within current planning discourse. The thematic and ecological approach to the architectural design is presented and the proposed usage of the cultural centre and the envisaged activities are described. Strategies to raise funds for capital costs and partnership options are explored. A preliminary operating budget and income generating strategies to maintain the centre are presented. Potential challenges and solutions are discussed. The proposed cultural centre is an ambitious, costly, and complex project and it raises two fundamental issues. - The challenge to the CBO partnership to raise its own capacity to implement and manage the project on its own and / or to negotiate and formalise a public-private partnership to build and manage the centre. - The challenge by the CBOs to government in particular to support the project and bridge the gap between the legislative framework that promotes grassroots driven development and the institutional mechanisms (and political will) to facilitate such processes. This proposal is an attempt to present a framework in which to address these issues. / AFRIKAANSE OPSOMMING: Die studie vervat ’n voorstel vir die oprigting en bestuur van ’n kulturele sentrum, Moya weKhaya, op ’n leë bouterrein wat grens aan ’n bestaande park in A Section, Khayelitsha. Die kulturele sentrum is ’n innoverende visie van stedelike vernuwing. Die doel is om by te dra tot die aanspreek van huidige sosiale en kulturele behoeftes en om die historiese werklikhede van apartheidera-beplannning te trotseer. Die konsep is geïnisieer deur twee gemeenskapsgebaseerde organisasies (GGOs) en die voorstel is ontwikkel aan die hand van ’n reeks vergaderings en werkswinkels met die inisiërende GGOs. Die manier waarop die projek benader is, vanaf die aanvang daarvan, is gebaseer op ’n benadering van tegemoetkomende beplanning en die doel met die voorstel is om gesprekvoering te stimuleer met die regering en ander potensiële vennote en ondersteuning in te win vir die projek. Die voorstel bied die regverdiging vir en visie en doelwitte van Moya weKhaya en beskryf die agtergrond en konteks waarin die projek geformuleer is. Dit posisioneer die projek in die huidige Suid-Afrikaanse wetgewende en beleidsraamwerk en in die huidige beplanningsdiskoers. Die tematiese en ekologiese benadering tot die argitektoniese ontwerp word aangebied en die voorgestelde gebruik van die kulturele sentrum en die beoogde aktiwiteite word beskryf. Strategieë om fondse vir kapitaalkoste te vermeerder en vennootskapopsies word ondersoek. ’n Voorlopige bedryfsbegroting en inkomsteskeppingstrategieë om die sentrum in stand te hou, word voorgestel. Potensiële uitdagings en oplossings word bespreek. Die voorgestelde kulturele sentrum is ambisieus, duur en kompleks en dit opper twee fundamentele kwessies: - Die uitdaging aan die inisiërende GGO-vennootskap om die kapasiteit op sy eie op te rig om die projek self te implementeer en te bestuur en/of om ’n openbare-private vennootskap te bewerkstellig en te formaliseer om die sentrum te bou en te bestuur. - Die uitdaging gerig deur die GGO aan veral die regering om die projek te ondersteun en die gaping te oorbrug tussen die wetgewende raamwerk wat grondvlakgedrewe ontwikkeling bevorder en die institusionele meganismes (en die politieke wil) om sodanige ontwikkeling te fasiliteer. Hierdie voorstel is ’n poging om ’n raamwerk te bied waarin hierdie kwessies aangespreek kan word.

論文提要內容： 本研究旨在分析及探討遠東及龍騰出版社2006年9月所出版之高中英文教科書(第一冊至第三冊)的文化內涵，所使用的評量依據有二個。一為Moran的cultural knowings framework，其中評量的項目包含了文化內容、文化活動及文化學習結果。除此之外，普通高級中學必修科目「英文」課程綱要(2004年8月31日頒布)中的文化涵養與世界觀之基本能力和進階能力亦為另一評量依據。 本研究的結果總結如下: (1)這兩套教科書所提到的文化以英美文化居多，此種偏向某特定地區文化(culture-specific)的教學，並不符合當今外語教學界所盛行的culture-general教學或 transcultural教學。(2)這兩套教科書中，大部份的文化教學只是「事實呈現」(facts-only) ，幾乎沒有觸及文化觀點及自我文化覺醒。(3)在這兩套教科書中，只有不到12%的活動與文化學習有關。此外，大部份的文化活動目的為收集資料及發展某些文化技能，幾乎沒有論及到發現原因和自我文化覺醒。(4)根據前三項結果，推論出只研讀這兩套教科書的學生可能並沒有成功的文化學習經驗。(5) 這二套英文教科書達到普通高級中學必修科目「英文」課程綱要之大部份文化指標。 根據研究結果，研究者對英文教師、師資培育機構、教科書編輯及出版社提出數點建議。 / Abstract This study first analyzes the cultural load of New Far East and Lungteng sets of English textbooks (from volume 1 to volume 3) based on Moran’s (2001) cultural knowings framework—content, activities, and learning outcomes. In addition, each lesson in both sets is examined with the cultural objectives in English Curriculum Guidelines for Senior High Schools issued in 2004 to see if each lesson in both sets achieves all of the cultural objectives. The results of the study are summarized as follows. (1) The foreign cultures mentioned in both New Far East and Lungteng sets of textbooks focus on American and British cultures. This kind of culture-specific information does not follow the current trend of culture-general understanding or the transcultural approach in the world. (2) Most of the cultural content in both sets is just “facts-only” information, hardly touching the concepts of cultural practices, cultural perspectives, and self-awareness. (3) Less than 12% of the activities in both sets are related to cultural instruction. Additionally, the cultural activities center on gathering information and developing skills, rarely on discovering explanations and self-reflection. (4) According to the previous results, it seems that students solely using the two sets of English textbooks are not likely to have a successful cultural learning experience. (5) New Far East and Lungteng sets of English textbooks (from volume 1 to volume 3) achieve most of the cultural objectives in English Curriculum Guidelines for Senior High Schools. Finally, some suggestions are provided on the basis of the findings in this study.

This study is an empirical research that is set to examine to what extent culture affects the performance of Swedish managers when doing business with their Russian customers. The authors aim is to find out how important cultural awareness is when doing business between Sweden and Russia as well as what factors Swedish managers should consider before doing business with a Russian customer. The purpose of this study has been set in relation to empirical evidence based on a qualitative research approach with semi structured in-depth interviews as a method. Seven in-depth interviews has been conducted in order to fulfil the research questions and the purpose of this study, all interviewees has got at least three years of business related experience towards the Russian market. One of the main objectives of this study is to create a road map that will unveil hidden rules and provide a practical approach in order to avoid apprehensions and hesitations concerning the Russian culture, before arriving and while already in Russia. This study reveals that factors such as language, non-stereotyping, and a rigorous research about the Russian culture are needed for a Swedish businessman before doing business in Russia. When a Swedish businessman has arrived in Russia, considerations and efforts should be put on factors such as the importance of a formal dress code, practice status, as well as a strict leadership style.

“Not Drowning but Waving: The American Junior Year Abroad” explores and describes study abroad amongst college students while also showing the historical roots of study abroad. This thesis seeks to understand the history and current issues in study abroad while also giving a literary description of the experiences, personal changes, and development of insight in the students who decide to study abroad. The Introduction serves both as the introduction to my project as well as an overview of the history and current issues within study abroad. It is divided into three main parts. The first section discusses the impetus for the project, the research methodology, relevant literature, and the genre of creative nonfiction. The second section covers the history of American travel and study abroad, as well as the work of the Fulbright Program. The third section is a short survey of contemporary trends within study abroad, and addresses issues of gender, race, location, and student behavior while abroad. The creative portion of this thesis describes the study abroad students’ stories, experiences, and insights during and after a semester in Europe. The first three chapters of this section—“Leaving”, “Destinations” and “Guardians at the Gate”—describe some of the initial experiences during a semester abroad. Chapter one looks at the process of traveling to a new country and adapting to new cultural norms. Chapter two describes the study abroad destinations where I did my primary research for this project. Chapter three explores some logistical issues in study abroad, namely academics, finances, and housing. Chapter four explores the challenges students face after the initial excitement of study abroad wears off, and looks at the issues of student responsibility, danger, harassment, and alcohol abuse. Chapter five describes student travel habits, which is one of the most popular elements of study abroad but also one of the more problematic. Chapter six looks at the challenge of re-entry to North America for study abroad students, and chapter seven provides a conclusion to the piece.

Health disparities among rural African Americans include disproportionately higher morbidity and mortality rates associated with cardiovascular disease. Interventions designed to decrease cardiovascular risk can potentially improve health outcomes among rural, underserved communities. The purpose of this study was to test the effect of a cardiovascular health promotion intervention among rural African Americans. An experimental study randomized by church clusters was done in two rural counties in northern Florida. A total of 229 participants, 114 in the intervention group and 115 in the control group, were recruited from twelve rural African American churches. The pretest-posttest design included instruments chosen to measure cardiovascular health habits and knowledge as well as changes in produce consumption, dietary fat intake, and exercise using the major components of the Integrated Model of Behavioral Prediction: intentions, norms, attitudes, and self-efficacy. Linear mixed model was the statistical test used to detect the program effects. Participants who received the intervention had significant increases in scores for the cardiovascular health habits (p < .01) and health knowledge (p < .01) variables compared with the control group. There were also significant group differences regarding intentions to increase produce consumption (p < .01) and reduce dietary fat intake (p < .01). The cardiovascular health program was associated with other statistically significant results including produce consumption attitudes (p = .01) and norms (p < .01), dietary fat attitudes (p = .04) and norms (p < .01), and exercise attitudes (p < .01). There were also significant results found for perceived behavioral control/self-efficacy regarding increasing produce consumption (p < .01), reducing dietary fat intake (p = .03), and increasing exercise (p = .01). Compared to the control group, the cardiovascular health promotion intervention was effective in fostering positive health effects for most of the variables measured. The findings supported the theoretical framework used for guiding the study, the Integrative Model of Behavioral Prediction Nurse-led health promotion interventions within church settings can be effective means for reducing overall cardiovascular risk and health disparities among rural African American populations. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection