M.Comm. / The research study has endeavoured to explore adolescent perceived influence on parent purchase decisions more comprehensively, with unique and pioneering research being conducted on the degree to which this influence varies cross-culturally. Several findings were similar to previous research conducted, with adolescents still perceiving to have greater influence than their parents attribute to them. The cross-cultural findings, however, provide a basis for future research due to the significant value of these findings to marketers and researchers alike. The value of researching this cross-cultural impact should therefore not be discarded, as the researcher is of the opinion that knowledge regarding this aspect will dramatically influence the manner in which products are marketed and the ultimate success of long-term customer relationships. Conclusions,

The purpose of this project is to outline a validation study demonstrating the utility of the Mulicultural Education and Training Structured Interview for Cultural Formulations (METSICF).

Orientador: Nildicéia Aparecida Rocha / Banca: Nelson Viana / Banca: Ana Cecília Cossi Bizon / Banca: Rosangela Sanches da Silveira Gileno / Banca: Odair Luiz Nadin da Silva / Resumo: Nas últimas décadas, podemos observar uma crescente demanda de estrangeiros por aprender português. Em vista disso, houve um aumento de cursos de português como língua estrangeira oferecidos em universidades brasileiras a fim de atender uma parcela dessa demanda. Desse modo, torna-se necessário refletir sobre esse contexto de imersão que se mostra culturalmente rico, bem como sobre a formação de professores dessa especialidade. Assim, este trabalho, inserido no campo da Linguística Aplicada, visa a discutir e a contribuir para o ensino e aprendizagem de Português como Língua Estrangeira (doravante PLE), a partir de uma análise das relações inter-transculturais do perfil do estrangeiro aprendiz em contexto de imersão, observando como acontecem as (re)construções de identidade desses sujeitos em contato com a língua portuguesa e a cultura brasileira. Também nos propomos a investigar como os professores de um curso de PLE tratam os aspectos inter-transculturais e de que maneira as práticas pedagógicas desenvolvidas por eles se relacionam às perspectivas e aos perfis dos alunos aprendizes. Para cumprir esses objetivos fizeram-se necessários os seguintes instrumentos metodológicos: aplicação de questionários (inicial e final) aos aprendizes, realização de entrevistas com os mesmos e aplicação de um questionário aos professores de PLE. As relações inter-transculturais são consequência da diversidade e complexidade das culturas modernas e se referem ao amálgama de diversas culturas ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In recent decades, we can observe a growing demand of foreigners to learn Portuguese. As a result, there has been an increase in the offer of courses of Portuguese as a foreign language at Brazilian universities in order to attend a portion of this demand. Thus, it is necessary to reflect on this immersion context that proves to be culturally rich, as well as on the training of teachers of this specialty. This work, inserted in the field of Applied Linguistics, aims to discuss and contribute to the teaching and learning of Portuguese as a Foreign Language (PFL), based on an analysis of the inter-transcultural relations of the foreign learner's profile in immersion context, observing how happen the identity (re)constructions of these learners in contact with the Portuguese language and Brazilian culture. We also propose to investigate how teachers of PFL course treat inter-transcultural aspects and how their pedagogical practices is related to learners' perspectives and profiles. To fulfill these objectives, the following methodological instruments were necessary: questionnaires (initial and final) to the learners, interviews with them and a questionnaire to the PFL teachers. Inter-transcultural relations are a consequence of the diversity and complexity of modern cultures and refer to the blending of diverse cultures that transcend borders and mix themselves, integrating society. Therefore, the theoretical assumptions that guide this work highlight the intrinsic relationship ... (Complete abstract click electronic access below) / Doutor

The purpose of this investigation was to determine the color preference of Thai and American students for text and background computer color combinations. The primary purpose of this study was to determine if there were differences between Thai and American students' computer color combination preferences.

Bibliography: p. 191-205. / This dissertation seeks to determine how the socio-economic and political changes, following the 1989 revolutions in Central Europe, have found reflection and led to the emergence of interest groups in the education debate. It looks at the reforms initiated by the new ruling .power-elite in Poland, Hungary and Czechoslovakia. This reform process, embodying the value system of the new governments, has led, the dissertation seeks to show, directly to new and vibrant interest groups on the educational landscape. This study identifies the seven prominent interest groups - seeking to satisfy their own interests - which engage the government in the education policy making arena. This policy making arena, which I refer to as the "arena of power", is analysed through focussing on the relationship of power between the seven interest groups and the state. The Halasz (1986: 123) classification of interest groups in communist Hungary in 1986, forms the point of departure for my examination of post-1989 interest groups. Each chapter highlights the circumstances that influenced the development of interest groups and the extent of their participation in reforms. The dissertation concludes with a reclassification of post-1989 interest groups in Central Europe, in order to facilitate a better understanding of the dynamics of interest groups in the "arena of power".

The purpose of this randomized experimental design was to determine the impact of a culturally adapted family-based intervention program on parenting styles. A secondary purpose was to determine the impact of cultural factors, biculturalism and familism, on the parenting styles of parents who participated in the family intervention, as compared to those who did not participate in the intervention. The sample consisted mostly of Haitian parents whose youth, ages 13-17, were involved in the juvenile justice system in South Florida. Twenty-one parents were randomly assigned to the intervention group (n = 15) and comparison group, or standard of care (n = 6). This study was a substudy of a larger scale study that was conducted at a major university in South Florida. Participants in the family-based intervention group received an evidence-based intervention that was adapted to their cultural needs and language preferences. The intervention lasted between 3-4 months. Participants in the comparison group were those in the standard of care, or treatment as usual group, who were referred to community-based organizations for counseling services. A pretest-posttest design was used to examine the effects of the culturally adapted intervention on parenting styles and familism. Parenting styles were measured using the Parenting Styles and Dimensions Questionnaire (PSDQ, Robinson et al., 1995) and familism was measured using the Attitudinal Familism Scale (Lugo Steidel & Contreras, 2003). T-test analyses were used to determine statistical significance of the variables and gain scores were calculated for the intervention group and comparison group. Pearson’s r correlation coefficient was also used to explore any significant relationships between the dependent variables, parenting styles and familism, and parenting styles and biculturalism. Biculturalism was measured using the Bicultural Involvement Questionnaire (Szapocznik et al., 1980). / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

This project was conducted with the objective of measuring differences between U.S. American and Chinese preferences for specific leadership characteristics and behaviors. An online survey was administered to U.S. American and Chinese nationals working in U.S.-based multinational corporations (MNCs). Respondents were asked to indicate the extent to which they considered 112 characteristics or behaviors to contribute to or inhibit effective leadership. The data were statistically analyzed to measure variances in how the two samples responded to each item, and to provide insight into what characteristics or behaviors contribute to or inhibit effective leadership in China and in the U.S. The research findings were compared with cross-cultural/intercultural leadership literature, in particular the global leadership and organizational behavior effectiveness project (GLOBE). Several of the findings of this study are similar to those previous research projects conducted on U.S. and Chinese people. Specifically, charismatic and team oriented leadership, which previous research suggests are universal facilitators of effective leadership, were found to facilitate effective leadership. Additionally, many of the individual leader attributes found to facilitate effective leadership in the U.S and China respectively, were also reported to do so in this study. However, the findings also suggest that Chinese orientation towards uncertainty may be weakening, whereas the U.S. data provide a moderate level of support that suggests that the U.S. orientation along the in-group collectivism dimension is strengthening. Unfortunately, due to an unexpectedly small sample size, the findings of this project are limited in their utility. This project did, however, provide invaluable insight into the process of leadership research in China that will inform the design and further define the scope of the second phase of the research.

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Utilizing Boyer's (1990) four scholarship functions of professorial engagement and Wilber's (1998) four frames of organizational context, this inquiry examined faculty of color's experiences at a primarily White urban research university in their pursuit of facilitating students' intercultural competence. Specifically, through narrative inquiry, the study examined institutional factors associated with faculty of color's ability to integrate an intercultural competence focus in their scholarship of discovery, scholarship of integration, scholarship of engagement, and scholarship of teaching. Results indicate that research participants are strongly committed to the teaching, learning, community engagement, and scholarship of intercultural competence. However, institutional emphasis on the scholarship of discovery has forced them to invest most heavily in the scholarship of discovery rather than the other three functions of the professoriate. Moreover, while intercultural competence appears to be an institutional value, no specific definition exists and no intercultural performance criteria are outlined in promotion and tenure policies. Recommendations for supporting faculty of color's intercultural endeavors across the four functions of scholarship are framed in explicit organizational policies that affect implicit organizational norms, including: formal mentoring, equitable teaching and committee loads, and integration of intercultural competence into the institutional mission with attendant promotion and tenure criteria.

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