Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes bibliographical references (leaves 118-122).

Thesis (D. Miss.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 225-236).

Thesis (M.A.)--Eastern Illinois University. / Includes bibliographical references (leaves 53-58).

Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Kenneth B. Matheny, committee chair; Frances McCarty, Y. Barry Chung, Jeff Ashby, committee members. Description based on contents viewed Feb. 16, 2010. Includes bibliographical references.

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This paper explores communicative trends in an online, facilitated course for intercultural learners. We examine participation rates and communicative interactivity between culturally diverse learners, and find that participation rates differ by cultural grouping, by gender and by role, and that online interactions are dominated by facilitator- learner exchanges (rather than by peer-to-peer communications). Ongoing case study analysis will examine the ways that differences in facilitator practices, the use of story, identity construction, and facilitator/learner expectations conspire to facilitate or hinder interaction and participation in the online culture of this e-learning environment.

This thesis explores how musical recordings circulate within various sites of metacultural analysis, such as print music publications, music blogs, community-based campus radio music programmes and music podcasts. Drawing on theories about cultural production, the circulation of cultural objects, and metaculture (circulation of ideas about cultural objects, rather than the objects themselves), the author traces how an independent record label discursively positions musical recordings for movement towards and within these meaning-making spheres. Print music publications and music blogs facilitate recognition and consecration of recordings in different capacities, particularly in relation to music publicity. Community-based campus (c/c) radio and music podcasts situate recordings within new cultural objects--radio texts--that engage with listeners in different ways. In this manner, all sites are stakeholders in shaping the meaning of a musical recording and propel its actual and metacultural circulation along various trajectories. / Cette thèse explore comment les enregistrements musicaux circulent à travers différents lieuxd'analyse métaculturelle, comme les publications imprimées traitant de musique, les bloguesmusicaux, les émissions de musique des radios communautaires et universitaires ainsi que lesbaladodiffusions musicales. Basé sur les théories de la création de la culture, de latransmission des objets culturels et métaculturel (la circulation d'idées à propos d'objetsculturels plutôt qu'à propos des objets eux-mêmes), l'auteur démontre les méthodesdiscursivement employées par une étiquette indépendante afin d'encourager le mouvement deses enregistrements musicaux au sein de ces sphères créatrices de sens. Les publicationsimprimées et les blogues musicaux facilitent la reconnaissance et la consécration desenregistrements musicaux, notamment à travers la promotion de la musique. Les radioscommunautaires et universitaires ainsi que les baladodiffusions musicales placent cesenregistrements à l'intérieur d'un nouvel objet culturel- le contenu radiophonique -lesquelsattirent l'attention de l'auditoire de différentes façons. Ainsi, tous ces environnementscontribuent à donner un sens à l'enregistrement musical et à le propulser, au sens propre et ausens métaculturel, vers ses trajectoires variées.

The conceptual space formed by the experience of being in-between cultures is a fluid one. The boundaries of this space resist being fixed or defined, as experiences of cultural dislocation vary from person to person and alter over time. It is in this space that my project is located, and that my research seeks to explore. / Thesis (MVisualArts)--University of South Australia, 2001.

As a result of globalisation there are many international business activities that span the world. Organisations realise that a good global project management approach can run highly complex projects with quick response and flexibility. / Research and studies into successful international projects have found the top four challenges for international project managers are communication skills, culture, technology and project management leadership. Communication skills has ranked the highest of the all challenges and critical to the success of international projects. / Therefore international project managers need the necessary skill to have 'soft' management skills to break down the cultural barriers and coordinate projects simultaneously across multiple countries. In these circumstances relying on 'hard' management skills alone is insufficient; therefore communication is a vital skill for international project managers. / This thesis used interviews as the primary research tool to collect data from project managers, who have participated in projects where either they need to be based overseas or have global teams based around the world. / Project managers are aware that communication breakdowns in international projects allude to differences in culture, leadership styles, technology and close mindedness; however, the lesson learnt only occurs after the incident has happened. The awareness of these problems has motivated project managers into increasing their skills by enrolling in courses or finding confidantes to gain more knowledge of local business cultures, laws and customs. / It is recommended that international project managers remember that they communicate with people that are different to them and by keeping an open mind, respecting cultures and customs and taking the time to embrace a culture will reap rewards. Communication also depends on the amount of feedback that one can receive. Face-to-face provides the best feedback, but being aware of the limitations of technology for communication will also nurture good communication skills for successful international projects. / Thesis (MProjectManagement)--University of South Australia, 2005.

Good medical care depends on effective communication between patient and health professional. Misunderstandings can occur in any medical setting but can be further compounded by language and cultural factors in those interactions which occur in a cross-cultural context. The medical consultation is an institutional interaction and as such can involve additional, taken-for-granted evaluative and interpretive criteria which are applied by interactants automatically, without conscious reflection. Non-native speakers who may have a good functional control of the language and have few problems at the level of propositional content may experience significant difficulties at the necessary interpretative level. / Questions act to allow the questioner a degree of interactional control and when patients ask questions they not only increase their access to information but also indicate to the doctor that they wish to play a more active role in the consultation. This thesis examines the discourse of doctor-patient interactions and in particular the ways in which questions are framed and presented by patients and, because the patients in this case are children, their parents. Fifty three medical consultations were observed from both public and private pediatric clinics with patients and their parents comprising 33 native and 20 non-native speakers of English. Data for the study comprise 28 of those consultations. The data include post-consultation interviews with patients and their parents, and interviews with the treating doctors. / The analysis indicates that there are considerable differences in the patterns of questioning behaviour of native speakers and non-native speakers, and that the questioning behaviour of patients and parents seems to be influenced by the communication style of the doctor. / These findings indicate that the questioning behaviour of non-native speaking parents in medical consultations has the potential to lead to less access to information, fewer explanations about their child's condition and a less active role overall in the medical consultation. This in turn can lead to different outcomes for those parents such as lower levels of satisfaction and, potentially, lower levels of compliance with medical advice and directives. These findings also indicate that the needs of non-native speakers in such circumstances are more successfully addressed by a doctor-centred approach. / Finally, this study argues that the observed differences in the patterns of questioning behaviour between native speakers and non-native speakers is more than simple lack of linguistic resources but rather is a result of the clash between the often subtle differences in communicative competence of non-native speakers and the specialised inferential frameworks inherent in institutional discourse.