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International Students' Cross-cultural Communication Accommodation through Language Approximation and Topic Selection Strategies on Facebook and Its Relationship to the Students' Acculturation Attitude, Psychological Adjustment, and Socio-cultural AdaptationKim, Sara January 2015 (has links)
Language use and communicative behaviors are important indicators of sojourners' adjustment. The current research was conducted to understand international students' communication behavior on Facebook during their adjustment period in the US and its relationship to the students' acculturative attitude (identification with heritage and mainstream culture), current psychological adjustment level, socio-cultural adaptation level, and target audience on Facebook. Two main theories provided the theoretical framework of the study: Giles' communication accommodation theory (1973) and Berry's acculturation model (1984). Snowball and convenience samples were used to recruit 178 international students from different universities across the US. A mixed approach of online survey and content analysis was used to test the hypotheses and research questions. The results showed that during the stay in the US, international students accommodate their language and topic choice towards their American peers on Facebook. Particularly, it was found that language accommodation levels increase as the students' length of stay in the US increases. The results also demonstrate that international students use Facebook mainly to communicate with friends who reside in the US. When students had higher levels of mainstream identification, they were likely to target American friends as their audience on Facebook and thus have more language and topic accommodation. Additionally, acculturation attitude (heritage and mainstream identification) predicted the students' language accommodation level. Lastly, the study showed that there is a positive relationship between language accommodation and sociocultural adjustment. The findings of the study not only expand the scope of communication accommodation theory and acculturation model, but also enhance understanding of international students' online communication patterns, their purposes, and practical consequences upon their adjustment in the US. This is important because it can be useful in finding ways to improve the students' experience in the US.
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Direct and indirect aggression : a comparison of four cultural groups in South AfricaMoller, Norma Katherine 03 1900 (has links)
Thesis (MSc)--Stellenbosch University, 2001. / AFRIKAANSE OPSOMMING: Die primêre doel van die huidige studie was om kruis-kulturele verskille ten
opsigte van direkte en indirekte aggressie tussen Xhosa, Zulu, Kleurling en
Blanke Suid-Afrikaanse studente te bestudeer. 'n Totaal van 832 studente het die
Richardson Conflict Response Questionnaire (RCRQ), 'n vraelys wat direkte en
indirekte aggressie meet, voltooi. Die Kleurling-deelnemers het beduidend-hoër
vlakke van direkte aggressie gerapporteer as enige van die ander groepe. Die
Zulu-deelnemers het beduidend-hoër vlakke van indirekte aggressie as beide die
Xhosa- of Kleurling-deelnemers gerapporteer. Geen beduidende geslagsverskille
kon vasgestel word nie. Daar is tot die slotsom gekom dat kultuur 'n groter
bepaler van verskille ten opsigte van aggressiewe gedrag was as geslag van die
deelnemers. Daar word vertrou dat die resultate van die huidige studie 'n bydra
sal maak tot die effektiewe bestuur van aggressie in Suid-Afrika, asook tot die
bevordering van internasionale begrip vir die kulturele diversiteit van die land. / ENGLISH ABSTRACT : The primary aim of the present study was to examine cross-cultural differences in
direct and indirect aggression between Xhosa, Zulu, Coloured and White South
African students. A total of 832 students completed the Richardson Conflict
Response Questionnaire (RCRQ), a measure of direct and indirect aggression.
The Coloured participants reported using significantly higher levels of direct
aggression than any of the other cultural groups involved. The Zulu participants
reported using significantly more indirect aggression than their Xhosa or
Coloured counterparts. No significant gender differences could be established. It
was concluded that culture was more predictive of differences in aggressive
behaviour than was sex of the participants. It is hoped that these results may
contribute towards the effective management of aggression in South Africa and
assist in promoting international understanding of the cultural diversity in this
country.
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Die verskille tussen bruin en swart adolessente se seksuele gedragWest, Heather Hayley 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Adolescents belonging to lower socio economic groups, seem to be at risk for teenage
pregnancies as well as the contraction of sexually transmitted diseases and HIV/AIDS. It is
therefore important to study the sexual behaviour of these adolescents. This study
focussed on the sexual behaviour of coloured and black female adolescents from working
class communities. The respondents consisted of all the coloured and black female
adolescents in a traditional coloured and a traditional black school in a semi-rural area. A
self-administrative questionnaire was used. The questionnaire focussed on biographical
details, the language adolescents use when they talk about sex as well as their sexual and
contraceptive behaviour. The goals of the study were to describe the sexual behaviour of
the black adolescents and to compare the sexual behaviour of the coloured and the black
respondents. A quantitative methodology was used to examine the black respondents'
range of sexual behaviour, communication about sex, sexual force and molestation as well
as high risk sexual behaviour. According to the results a high percentage of black
adolescents used Western and medical terms when they talk about sex. The sexually
active black adolescents had coitus at an early age which could have implications for the
incidence of teenage pregnancies and HIV/AIDS. A large percentage of the black
adolescents indicated that they did not masturbate. Most of the black adolescents also
indicated that they did not talk about sex with other people. A small percentage of the
black adolescents reported that they were sexually molested or raped. A comparison with
the coloured adolescents indicated that: more of the black adolescents reported that they
had had coitus; more black adolescents reported pregnancies, more black respondents
reported that they masturbated and fewer black adolescents reported that they smoked
and used alcohol. / AFRIKAANSE OPSOMMING: Adolessente wat aan laer sosio-ekonomtese graepe behaart, blyk 'n hoë risikagroep te
wees vir tienerswangerskappe sawel as vir seksueel-aardraagbare siektes en MIV/VIGS.
deel vorm. Dit is dus belangrik dat hierdie adalessente se seksuele gedrag nagevars ward.
Hierdie studie het gefakus ap die seksuele gedrag van bruin en swart vroulike adolessente
afkamstig uit werkersklas gemeenskappe. Die respandente het bestaan uit alle vroulike
adolessente by 'n tradisianele bruin skaal en 'n tradisionele swart skaal in 'n semilandelike
area. 'n Self-geadministreerde vraelys wat gefakus het ap biagrafiese gegewens,
die taal wat adolessente gebruik wanneer hulle van seks praat asook seksuele en
kantraseptiewe gedrag is in die studie gebruik. Die dael van die studie is eerstens om 'n
beskrywing te bied van die swart adolessente se seksuele gedrag en tweedens om die
seksuele gedrag van die bruin en swart adolessente met mekaar te vergelyk. "n
Kwantitatiewe metadalagie is gebruik om die spektrum van seksuele gedrag,
kommunikasie aar seks, seksuele dwang en malestering asook haë risiko seksuele gedrag
van die swart respandente te ondersoek, Die resultate het daarop gedui dat "n graot
persentasie van die swart adolessente gebruik maak van Westerse en mediese terme
wanneer hulle van seks praat. Die aanvang van koïtus vir die seksueel aktiewe swart
adolessente was ap "n vroeë ouderdom , wat implikasies kan hê vir die voorkoms van
tienerswangerskappe en MIV/VIGS. 'n Graat persentasie van die swart adolessente het
gerapparteer dat hulle nie masturbeer nie. Dit het verder geblyk dat hierdie graep swart
adolessente selde verbaal aar seks kammunikeer met ander persone. "n Klein persentasie
van die swart adolessente het qerapporteer dat hulle seksueel gemalesteer af verkrag is.
"n Vergelyking met die bruin adolessente het aangedui dat meer swart adolessente kaitus
gehad het, meer swart adalessente swangerskappe gerapparteer het, meer swart
adalessente aangedui het dat hulle gemasturbeer het en dat minder swart adolessente
raak en alkahalgebruik gerapparteer het.
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Fears in a selected group of middle childhood South Africa children : a cross cultural studyBurkhardt, Käthe-Erla 03 1900 (has links)
Thesis (MSc)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary aim of this study was to determine the content, number, level and pattern of fears
expressed by a culturally diverse selected group of middle childhood children in the Stellenbosch
area.
The secondary aim of this study was to establish whether there were any differences in the fears
expressed with respect to culture, gender and socio-econmic status (SES) as well as to ascertain any
differences with respect to the two fear measuring instruments. The two fear measuring instruments
administered were the Free-Option Method (FOM) and the Fear Survey Schedule for Children
Revised (FSSC-R). The FOM was used to determine the content and number of fears and the
structured FSSC-R, to establish the content, number, level and pattern of fears.
A predominantly quantitative method of data collection was used. In all, three questionnaires were
completed by 404 middle childhood children between the ages of 8 and 12 years, attending four
primary schools in the Stellenbosch area. These questionnaires comprised of the Biographical
questionnaire, the FOM and the FSSC-R and were administered in the same order as mentioned.
The data was also analysed in a quantitative manner.
Culture was defined in the terms of the main representative cultural communities III the
Stellenbosch area, namely, black, white and coloured South African children.
The content of fears based on the results of the FOM yielded only a few similarities upon
comparisons to the findings of previous studies. This, however, may be due to variations in the
methodology of the FOM among studies. Similarities were found regarding the content of fears
based on the FSSC-R results implying that certain fears are universal. The fear of crime or crime
related aspects featured among the ten 11:0stcommon fears for all the children regardless of the
measuring instrument used. The number and level of fears for the three cultural groups were the
highest for the black South African children, followed by the coloured South African children while
the white South African children displayed the lowest number and level of fears. The number and
level of fears for all three cultures were generally higher than found elsewhere in the world
according to previous studies. The pattern of fear was similar for all three cultures. Gender differences for all three cultures were consistent with preVIOUS research with girls
expressing more fears than boys. Girls also displayed a higher level of fears on all the five factors
than the boys.
The number and level of fears was the highest for children coming from lower SES background
than those coming from higher SES background. Difficulties were experienced with regard to
sample size and SES and a caution to use the results regarding SES as only tentative guidelines is
given.
The similarities between the results on the two measuring instruments, the FOM and the FSSC-R,
were sparse emphasising a need for the development of emic assessment tools.
In the conclusion, recommendations for future studies are provided. / AFRIKAANSE OPSOMMING: Die prim ere doel van die onderhawige studie was om die inhoud, aantal, vlak en patroon van
uitgesproke vrese deur 'n kultureel diverse geselekteerde groep van kinders in die middelkinderjare
in die Stellenboscharea, te bepaal.
Die sekondere doel van die onderhawige studie was om vas te stel of daar verskille was in die
uitgesproke vrese wat uitgedruk is met betrekking tot kultuur, geslag en sosio-ekonomiese status
(SES), sowel as die vergelyking tussen die twee meetinstrumente vir vrese. Die twee
meetinstrumente wat toegepas is, is die "Free Option Method" (FOM) en die "Fear Survey for
Children Revised" (FSSC-R). Die FOM was gebruik om die inhoud en aantal vrese te bepaal,
terwyl die FSSC-R gebruik was om die inhoud, aantal, vlak en patroon van vrese te bepaal.
'n Oorwegende kwantitatiewe metode van data insameling is gebruik in hierdie studie. In totaal is
drie vraelyste beantwoord deur 404 kinders in die middelkinderjare tussen die ouderdomme van 8
en 12 jaar, wat tans vier primere skole in die Stellenbosch area bywoon. Die drie vraelyste bestaan
uit die Biografiese vraeIys, die FOM en die FSSC-R en is toegepas in die voorafgaande volgorde.
Die data is ook kwantitatief geanaliseer.
Kultuur is omskryf in terme van die hoof verteenwoordigende kultuurgemeenskappe III die
Stellenbosch area, naamlik: swart, wit en kleurling Suid-Afrikaanse kinders.
Die inhoud van die vrese wat op die resultate van die FOM gebaseer is, het weinig ooreengestem
met ander navorsingsbevindings. Die verskynsel kan heeIwaarskynlik toegeskryf word aan die
wisselende metodiek van die FOM in navorsing. 'n Groot mate van ooreenstemming met
betrekking tot die inhoud van vrese wat gebaseer is op die FSSC-R resuitate, is bevind met
betrekking tot verwante navorsing. Die implikasie hiervan is dat sekere vrese wel universeel is.
Vrese vir geweld of geweiddadige aspekte het gefigureer onder die tien mees algemene vrese vir al
die kinders, ongeag die meetintrument wat toegepas is. Die aantal en viak van vrese vir die
ver~killende kuItuurgroepe was die hoogste vir die swart Suid-Afrikaanse kinders, gevoig deur die
van die kleurling Suid- Afrikaanse kinders, terwyI die wit Suid-Afrikaanse kinders met die Iaagste
aantal en vlak van vrese gepresenteer het. Die aantal en viak van uitgesproke vrese vir al drie kultuurgroepe was oor die algemeen hoer as die van navorsingbevindinge elders in die wereld. Die
patroon van vrese was egter dieselfde vir die drie kultuurgroepe.
Geslagverskille ten opsigte van al drie kultuurgroepe is in ooreenstemming met ander
navorsingsresultate bevind. Meisies het, vergeleke met seuns, meer vrese, sowel as 'n hoer vlak van
vrese op al vyf faktore van die FSSC-R getoon. Kinders vanuit 'n laer SES agtergrond het 'n groter
aantal, sowel as hoer vlak van vrese ervaar as kinders vanuit 'n hoer SES agtergrond. As gevolg van
die probleme wat ondervind is met die steekproefgrootte en die bepaling van SES, word gemaan om
die resultate met betrekking tot SES net as tentatiewe riglyne te interpreteer.
Daar was baie min ooreenstemming tussen die resultate van die twee meetinstrurnente, die FOM en
die FSSC-R, wat die behoefte aan die ontwikkeling van gepaste meetintrurnente beklemtoon.
Ten slotte word enkele riglyne vir verdere navorsing aanbeveel.
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Cultural influences on attitudes toward aggression : a comparison between Spanish, Japanese and South African studentsBeirowski, Karin January 2003 (has links)
Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The primary aim of the present study was to examine whether the culture of a society influences
the way in which people justify certain aggressive behaviours in certain situations. A total of 756
students from Spain, Japan and South Africa participated in completing the CAMA, a measure of
justification of aggression. The results showed that there were significant differences within the
countries. There were differences in the levels of acceptance of certain acts between these
countries. Further fmdings also indicated that there was a difference between the males of the
countries and between the females of these countries. It was found that cultural influences and
the norms within these countries bring about differences in justification of aggression in different
situations. There were also some general trends of acceptance, with direct and indirect verbal
acts e.g. sarcasm, hindering and shouting being more acceptable than physical acts such as
hitting, killing and torture. It is hoped that the present findings of this research will make
members of society more aware of their responsibility to help reduce aggressive acts by teaching
and reinforcing norms against it. It is also hoped that the international community will gain better
insight into the fact that South-Africa faces unique challenges because of the political and social
changes in the country. / AFRIKAANSE OPSOMMING: Die primêre doel van die huidige studie was om vas te stelof 'n samelewing se kultuur 'n rol
speel by die regverdiging van sekere aggressiewe gedrag in bepaalde omstandighede. 'n Totaal
van 756 studente van Spanje, Japan en Suid Afrika het die CAMA vraelys voltooi. Die vraelys
meet die regverdiging van aggressie in sekere omstandighede. Betekenisvolle verskille is tussen
die lande gevind. Daar is ook betekenisvolle verskille tussen die mans van die drie lande asook
tussen die vrouens van die drie lande gevind. Daar is gevind dat kulturele verskille en die norme
binne 'n samelewing meebring dat daar verskille is in die mate waarin samelewings sekere
aggressiewe gedrag aanvaarbaar vind in sekere situasies. Daar was ook 'n groter algemene
aanvaarbaarheid van verbale aggressie bv. sarkasme, verhindering en skreeu as fisiese aggressie
soos slaan, om dood te maak en marteling. Hopelik maak hierdie navorsing mense meer bewus
van elkeen in die samelewing se verantwoordelikheid om die norme teen geweld te versterk
asook om die norme aan hulle nageslagte oor te dra. Verder sal die internasionale gemeenskap
hopelik beter insig kry oor die unieke uitdagings wat Suid-Afrika bied as gevolg van die
politieke en sosiale veranderinge in die land.
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Discourse strategies of lecturers in higher education classroom interaction : a case at the University Dar Es Salaam, TanzaniaShartiely, Nikuigize Erick 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study investigates how linguistic super diversity is managed in a higher education context in Tanzania. Specifically, the use of language in lectures to large classes made up of students with linguistically diverse backgrounds at the University of Dar es Salaam is in focus. Considering the multilingualism of the students as well as the lecturers, and a language-in-education policy, which prescribes English as the language of teaching and learning, the study is interested in the perceptions and practices of those teaching big numbers of students in large lecture halls.
The data comprised eight recorded lectures and interviews with the respective lecturers. The intention was to identify, describe, document and analyse interactional strategies that lecturers use, particularly the discourse strategies that lecturers use in conveying new information at a relatively sophisticated level of academic rhetoric, and to facilitate interaction between them and students. With large numbers of students in the audience, and given that they are first year students new to the university-spoken register, lecturers are likely to make remarkable language choices consciously or unconsciously.
Conversational Analysis (CA) and Discourse Analysis (DA) approaches facilitated the identification and analysis of conversational and discursive features of lectures as part of spoken registers that are generically used in university teaching. The analysis particularly considered the linguistic diversity of the participants in the higher education context in Tanzania and how lecturers use language to cater for such diversity. The sample involved eight lecturers, four from each of two departments regarded among those with the highest student numbers in the College of Arts and Social Sciences of the University of Dar es Salaam, namely the Department of Political Science and Public Administration and the Department of Sociology and Social Anthropology.
The findings indicate that lecturers use a selected number of both propositional and structural discourse strategies during lecture sessions. The three most notable propositional discourse strategies are repetition, use of questions, and use of code switching between English and Kiswahili. Lecturers use phrasal and clausal types of repetition to achieve cohesion, topic continuity and emphasis. They use tag, rhetorical, open and closed types of questions to check for comprehension, to stimulate higher level thinking, to manage classroom behaviour as well as to encourage students' participation and independent study. They also use inter and intra sentential types of code switching to engage with students, to translate some concepts, explain, and manage students' behaviour and to advise or encourage students. Regarding structural discourse strategies, the study shows that lecturers notably use discourse markers so and now as cohesive devices, marking such textual functions as framing, linking and showing consequential relationships. They use the discourse markers so and now to achieve similar communicative goals as those achieved using propositional discourse strategies. In referring to themselves or their audience, they use specific pronouns you, we, and I, to perform different functions. They use the pronoun you not only as an interactive device, but also as an explanatory device of significance in classroom interaction. They use the pronoun we not only as a solidarity device, but like you, also as a strong explanatory device. They also use the pronoun I to mark speaker's knowledge and his or her stance about it, and speaker's circumstance and experience.
This study not only describes generic features and language practices in big lectures; it also engages critically with some of the established practices and in so doing adds to the literature on individual and societal multilingualism and how lecturers manage it in an African higher education context. / AFRIKAANSE OPSOMMING: Hierdie is 'n studie van die wyses waarop talige superdiversiteit binne 'n konteks van hoër onderwys in Tanzanië bestuur word. Meer spesifiek, word aandag gegee aan die gebruik van tale gedurende lesings vir groot klasse wat bestaan uit studente met talig diverse agtergronde. Met inagneming van die veeltaligheid van die studente sowel as die dosente, asook 'n taal-in-onderrig-beleid wat Engels as die taal van onderrig en leer voorskryf, stel die studie belang in die persepsies en praktyke van diegene wat groot getalle studente in groot lesinglokale onderrig.
Die studie is kwalitatief dáárin dat dit gewerk het met 'n beperkte aantal opnames van lesings en van onderhoude met die dosente wie se klasse opgeneem is. Die bedoeling was om die mees opvallende interaksionele strategieë wat by die Universiteit van Dar es Salaam aangewend word, te identifiseer, te beskryf, te dokumenteer en ook te analiseer. Veral is gekyk na die diskoersstrategieë wat dosente gebruik om nuwe inligting op 'n redelik gesofistikeerde vlak van akademiese retoriek oor te dra, en om interaksie tussen die dosent en die studentegehoor te fasiliteer. Die generiese eienskappe van hierdie lesings is geïdentifiseer deur die hele reeks opnames na te gaan. Die groot getal studente in die gehoor en die gegewe dat hulle eerstetaalsprekers van 'n verskeidenheid verskillende gemeenskapstale is, sal dosente noodwendig, bewustelik of onbewustelik, interessante taalkeuses maak. Die feit dat beide Engels en Swahili amptelike tale in Tanzanië is, dat die meerderheid studente vlot sprekers van Swahili is, selfs al het hulle hulle hoërskoolonderrig deur die medium van Engels ontvang, lei tot die aannames dat (i) Swahili 'n sterk lingua franca tussen sprekers van verskillende eerstetale is, en (ii) voortgesette hoër onderrig deur die medium van Engels onproblematies behoort te wees.
Die benaderings van Gespreksanalise (GA) en Diskoersanalise (DA) het die identifikasie en analise van gesprekseienskappe en diskursiewe eienskappe van lesings as deel van die gesproke registers wat generies in universiteitsonderrig gebruik word, gefasiliteer. Die analise het veral in die talige diversiteit van die deelnemers in die konteks van hoër onderrig in Tanzanië en in die wyse waarop die dosente vir hierdie diversiteit voorsiening maak, belanggestel. Die deelnemers aan hierdie studie was agt dosente, vier elk uit twee departemente met die hoogste studentetal by die Kollege van Kuns en Sosiale Wetenskappe van die Universiteit, naamlik die Departement Politieke Wetenskap en Publieke Administrasie en die Departement Sosiologie en Sosiale Antropologie. Die bevindinge dui daarop dat dosente gereeld en generies 'n telbare aantal proposisionele en strukturele diskoersstrategieë gedurende lesings gebruik. Die drie mees opvallende proposisionele diskoersstrategieë is herhaling, die gebruik van vrae en die gebruik van kodewisseling tussen Engels en Swahili. Dosente gebruik frase- sowel as klousherhaling om kohesie, kontinuïteit van die onderwerp en klem te bewerkstellig. Hulle gebruik einddeel-, retoriese en oop en geslote tipe vrae om begrip te toets, om 'n hoër denkvlak te stimuleer, om die gedrag in die klaskamer te beheer, asook om die studente se deelname en onafhanklike studie aan te moedig. Hulle gebruik ook kodewisseling binne en tussen sinne ten einde nouer met die studente te skakel, sekere konsepte te vertaal, studente se optrede te verduidelik, te vertaal en te beheer en studente te adviseer of aan te moedig. Betreffende die strukturele diskoersstrategieë toon die studie aan dat die diskoersmerkers so en now wyd deur dosente gebruik word as kohesiemeganismes wat tekstuele funksies soos raming, skakeling en oorsaaklike verhoudinge aandui. Hulle wend die diskoersmerkers so en now aan om dieselfde kommunikatiewe doelwitte te bereik as dié wat bereik is met die gebruik van proposisionele diskoersstrategieë. In verwysing na hulleself of die toehoorders, span hulle spesifiek die voornaamwoorde you, we en I in om verskillende referensiële funksies of aanspreek funksies te verrig. Die voornaamwoord you word nie slegs as 'n interaktiewe meganisme gebruik nie, maar ook as 'n beduidende verklarende meganisme in klaskamer interaksie. Hulle gebruik die voornaamwoord we nie net as 'n samehorigheids-meganisme nie, maar ook, soos you, as 'n sterk verklarende meganisme. Hulle gebruik ook die voornaamwoord I om sprekerskennis te merk en sy/haar houding daaromtrent uit te druk, asook die spreker se omstandighede en ervaring.
In die analise word aandag gegee aan relevante aspekte van tweetalige onderrig, die gebruik van Engels as 'n lingua franca, en die verskynsel van kodewisseling in akademiese diskoers binne 'n veeltalige onderrigkonteks. Die studie beskryf nie alleen generiese eienskappe en taalpraktyke in groot groep lesings nie; dit oorweeg ook sekere gevestigde gebruike in groot lesings dra daarmee by tot die literatuur oor invividuele en gemeenskaplike veeltaligheid en hoe dit hanteer word deur dosente in 'n hoër onderwyskonteks in Afrika. / The African Doctoral Academy (ADA) for awarding me a full scholarship for full time doctoral study; the financial assistance the University of Dar es Salaam furnished me with through the Directorate of Research and Publication.
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A comparative study of industrial land policies in Hong Kong and SingaporeHastings, Eileen Mary. January 1984 (has links)
published_or_final_version / Urban Studies / Master / Master of Social Sciences
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THE NATURE AND MEANING OF CULTURE IN PRIMARY CARE MEDICINE: IMPLICATIONS FOR EDUCATION, CLINICAL PRACTICE, AND STEREOTYPESGates, Madison Lamar 01 January 2009 (has links)
The medical profession in recent decades has made culture and cross-cultural competence an issue for patient – physician relationships. Many in the profession attribute the necessity of cross-cultural competence to increased diversity, globalization, and health disparities; however, a historical analysis of medicine indicates that culture’s relevancy for health care and outcome is not new. The rise of clinics, which can be traced to 17th century France, the professionalization of physicians in 18th century U.S., and the civil rights movement of the 20th century illustrate that medicine, throughout its history, has grappled with culture and health. While medicine has a history of discussing cultural issues, the profession has not defined culture cogently.
Medicine’s ambivalence in defining culture raises questions about how effectively medical educators prepare residents to be cross-culturally competent. Some medical educators have expressed that many didactic and experiential efforts result in stereotyping patients. Definitions of culture and their impact on stereotyping patients are the central problems of this study. Specifically, this study hypothesized that cultural beliefs impact ones willingness to accept stereotypes. Thus, this study sought to learn how faculty members and residents define culture. Faculty members also were compared to residents to glean the impact of cross-cultural education.
This study used an explanatory mixed method design where quantitative and qualitative methods work complementarily to examine a complex construct like culture. A valid and reliable survey provided quantitative data to compare the two groups, while open-ended questions and interviews with faculty members provided context. The statistical results reveal that faculty members and residents share a philosophy of culture; however, when the two groups’ definitions are contextualized, they have many different beliefs. Differences also emerged with respect to predictability; cultural beliefs predict stereotyping among residents, but not faculty members. Faculty members attribute these differences to experiences, while residents believe that they do not learn about culture during their professional education.
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Parallel development of writing in Hebrew, Spanish and English in a multilingual child.Schwarzer, David. January 1996 (has links)
This is a year long in-depth, longitudinal case study of Noa, a six-year-old female in a bilingual first grade class which documents and analyzes her literacy development in a multilingual setting. Data collection for the study includes: written artifacts, anecdotal records, informal interviews with Noa, formal interviews with Noa's teachers, and videotapes. The research questions and their answers are summarized as: (1) What types of written genres does Noa develop? Noa developed 25 different written genres. The genres were categorized according to the distinction between language as an end in itself and language as a means toward an end, based on Halliday's ideas of learning about language and learning through language. (2) How does Noa use Hebrew, English and Spanish in her writing development? English was Noa's predominant written language. Only 10% of Noa's writings were written in languages other than English. (3) How does Noa use technology in her literacy development? Noa used the computer for two main reasons: as a stylistic device and as an ownership device. (4) What kind of questions does Noa ask about language learning? Noa wondered aloud about language intensively during the duration of the study. (5) What types of tensions influence Noa's writings? Three types of tensions were documented: Language learning: between invention and convention. The genres categorized as language as an end in itself did not show any development throughout the year. In the genres categorized as language as a means toward an end, the tension between inventions and conventions were obvious and gave a clear sense of Noa's literacy development. Settings: between home and school. The settings in which Noa wrote impacted her writings. All of the genres related to language as an end in itself were explored in the school setting only. Important relations between Noa's writing experiences at home and in the school were discussed. Editing: between teacher centered and student centered. Noa's editing provides insight about teacher centered and student centered editing. Noa's assimilation and accommodation of the teacher's editing behaviors and the student centered editing were discussed.
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THE EFFECT OF THE NATIVE LANGUAGE AND ENGLISH DURING INTERACTIONAL GROUP PSYCHOTHERAPY WITH INDONESIAN AND MALAYSIAN STUDENTS, AND THE EFFECTIVENESS OF THIS METHOD FOR FOREIGN STUDENTS FROM NON-WESTERN COUNTRIES.HADIYONO, JOHANA ENDANG PRAWITASARI. January 1985 (has links)
Language and treatment modality are important variables in conducting psychotherapy with students from non-Western countries. Both variables might also have significant impact on therapeutic outcome. Foreign students in America speak at least two languages, and utilizing either their native language or English during sessions might result in different kinds of emotional expressiveness. Indonesian and Malaysian students are from countries where it is uncommon to express emotions publicly. Since language is a part of culture, using English might facilitate a distancing from their cultural context, and might also facilitate more verbal expressions of emotion. On the other hand, using their native language might facilitate a warm and "at home" atmosphere. The purpose of this dissertation is to study the effect of native language and English during interactional group psychotherapy with Indonesian and Malaysian students, and to assess the efficacy of this modality with foreign students. Yalom's interactional group psychotherapy was used with a group of Indonesian, a group of Malaysian, and a group of international students. These three treatment groups were compared to a group of international students who served as a control group. English and the native language were used alternately during the sessions with the Indonesian and Malaysian groups. Only English was used during the sessions with the international student groups. Objective measurements used were the Profile of Mood States, the Personal Orientation Inventory, the Group Environment Scale, the Group Climate Questionnaire, and the Subjective Evaluation Ratings Scale. Subjective measurement was independent judges. Results indicated that Indonesians and Malaysians rated themselves as significantly more active during sessions in English than during sessions in their native language. Raters perceived the Indonesian and Malaysian groups as more cohesive when sessions were conducted in the native language than when conducted in English. This study also indicated that interactional group psychotherapy was effective for foreign students, with some limitations. This treatment method was effective in improving mood states and personality profiles. The method was most effective for the Malaysians. In addition, this study also supported the notion that insight awareness therapy is effective for YAVIS (young, attractive, verbal, intelligent, successful) clients.
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