O principal propósito deste trabalho foi problematizar o hodierno discurso educacional que busca valorizar as diferenças culturais, hoje bastante naturalizadas. Visando entender a emergência de enunciados sobre as pluralidades, diversidades e/ou diferenças culturais no contexto educacional brasileiro, analisamos alguns documentos de âmbito federal, produzidos pelo MEC entre 1997 e 2007. Durante a pesquisa, demonstrou-se necessário mapear alguns diferentes contextos globais em que a temática da diversidade ganhou relevância, assim como as diversas correntes epistemológicas que debatem essa temática. Estabelecemos, em nossa cartografia discursiva, duas principais tendências teóricas: a teoria crítica e o pósestruturalismo. Várias são as diferenças entre elas e, mesmo em seus interiores, encontramos muitos debates. As principais características que relacionam a teoria crítica à discussão que ora propomos são: sua leitura sobre o papel atribuído à Razão, à Dialética, ao Reconhecimento Identitário e à Redistribuição de bens materiais. Já no pós-estruturalismo encontramos críticas sobre esses conceitos por meio do estabelecimento de outras ideias, que privilegiam as traduções, os hibridismos e as diferenças culturais. Os autores e documentos pesquisados, por muitas vezes, partem de diferentes perspectivas sobre a justiça, os Direitos Humanos, as comunidades ou mesmo a importância das diferenças no âmbito político. Para compreensão da dinâmica desse campo de disputas utilizamos o conceito de desentendimento, conforme postulado por Rancière. Notamos ainda, que os debates em torno de cidadanias diferenciadas ou ações afirmativas a certos grupos, somente ganham relevância em um contexto político liberal, com sua peculiar valorização dos direitos individuais. Devido a isso, estudamos as singularidades da formação das ideias liberais no Brasil. O trabalho é composto de três partes que se relacionam e três intervalos que as complementam. Na primeira parte o foco são os desentendimentos discursivos globais, na segunda parte, as singularidades do Brasil e na terceira parte a ênfase é dada sobre os discursos educacionais, na qual privilegiamos algumas diretrizes curriculares, que são descritas em detalhe para a compreensão das tendências nelas expostas, entendidas como norteadoras de práticas e novas subjetivações. Dentre vários aspectos presentes nos documentos, quatro chamaram mais nossa atenção: a produção e naturalização de determinadas vizinhanças (negros, indígenas, mulheres, deficientes, homossexuais etc), a aproximação da diversidade cultural e da biologia, a ênfase no reconhecimento e, principalmente, a construção de um discurso essencialista sobre as diferenças, notadamente nas temáticas étnico-raciais, que se erige a partir da contestação do mito da democracia racial brasileira. Na construção e análise desse tenso e imprescindível debate, utilizamos o conceito de discurso, conforme estabelecido por Foucault. Nosso desígnio foi o de fornecer subsídios para essa premente questão: a de saber o papel da escola nessa reconceitualização sobre a justiça no contexto político-social, que atualmente parece mesclar desigualdade e exclusão através de desentendimentos sobre as relações entre igualdade e diferença. / The main purpose of this study was to question the present-day educational discourse that seeks to value cultural differences, now widely naturalized. In order to understand the emergence of statements about the cultural pluralities, diversities and / or differences within the Brazilian educational context, we review some documents at the federal level, issued by the Ministry of Education and Culture (MEC) between 1997 and 2007. During the research, the need arose to map some different global contexts in which the theme of diversity had gained prominence, as well as the different epistemological trends debating this subject. We have established, in our discursive cartography, two main theoretical trends: the critical theory and the post-structuralism. There are several differences between them and, even within their core, we detect many debates. The main feature that relates the critical theory to the discussion that we are proposing is its approach about the role assigned to Reason, Dialectic, Recognition of Identity and Redistribution of Goods. On the other hand, in poststructuralism we find reviews about these concepts by means of the establishment of other ideas, with a focus on translations, hybridisms and cultural differences. The authors and documents that we have surveyed are often based on different perspectives about justice, Human Rights, communities, or even the importance of the differences in the political arena. In order to understand the dynamics of this field of battle, we used the concept of disagreement, as postulated by Rancière. We also observed that the discussions about differentiated citizenships or affirmative actions for certain groups only become relevant in a liberal political context, with its peculiar appreciation of the individual rights. For this reason, we studied the peculiarities of the formation of liberal ideas in Brazil. The paper comprises three parts that relate to each other and three \"intervals\" that complement them. In the first part the focus is the global discursive disagreements; in the second part, the peculiarities of Brazil; and in the third part the emphasis is on the educational discourses, in which we focus on some curriculum guidelines, which are described in detail so that the trends exposed in them can be understood, and construed as guides for practices and new subjectivations. Among several aspects present in the documents, four were those that stood out the most: the production and naturalization of certain \"neighborhoods\" (blacks, Indians, women, the disabled, homosexuals, etc.), the proximity between cultural diversity and biology, the emphasis on the recognition and, above all, the construction of an essentialist discourse about the differences, especially within the ethnic and racial spheres, which arises from the challenging of the \"myth of racial democracy in Brazil. In the construction and analysis of this tense and vital debate, we applied the concept of discourse, as established by Foucault. Our purpose was to provide subsidies to this pressing question: what the school\'s role is in this re-conceptualization about justice in the political and social context, which currently seems to merge inequality and exclusion by means of disagreements on the relationship between equality and difference.

Title: The Country-of-Origin Effect in the Personal Care Market  Level: Final assignment for Bachelor’s Degree in Business Administration Author: Simon Andersson and Gustaf Persson Supervisor: Jonas Kågström Date: 2019 – January Aim: The study aims to analyse Swedish consumers’ perceptions on the Country-of-Origin effects regarding Chinese products. Method: The study is based on a quantitative method. The data collection was done with a questionnaire with a deductive approach. The empirical data was collected through a web survey which was published on social media e.g. Facebook and LinkedIn. The data was then processed in the statistical program IBM SPSS Statistics (SPSS) to form models, figures and values. A descriptive-, correlation-, factor- and cluster-analysis was then formed. Result & Conclusion: The results showed how different variables correlate, different factors which the variables were grouped in and five different clusters of respondents. The conclusion is that there is a so-called COO-effect for Swedish consumers subconsciously. Furthermore, Swedish consumers are aware of the origin, but rank other quality and price as higher cues. Contribution of the thesis: This study aims, with help of previous research and a conducted survey, examine how Swedish consumer perceptions of Chinese personal care products regarding the COO-effect. Furthermore, it provides information on how Swedish consumers ranks certain cues. The study is unique since it provides insight on a market that has not yet been analysed with regard to the COO effect (Sweden) and with a certain product group where there is no current research available in relation to COOeffects. Furthermore, the study contributes to general COO-research, with certain implications deriving from previous research. There are both theoretical and practical contributions of importance, illustrating Swedish consumer perceptions of Chinese products. Suggestions for future research: This essay is limited to the Swedish market and focused on a particular product group. There are several other products groups that are yet to be researched in regard to COO-effects/consumer perception. Further research could compare two different product groups with high involvement to analyse the difference between certain product types. A comparison between two (or more) different countries would provide a vertical view of COO-effects, analysing the differences between different consumer perceptions and what cultural variables that may be vital for purchasing decisions. Keywords: Country-of-origin (COO), Country-of-origin effects, Product evaluation, Cultural differences, Made in China, Consumer behaviour, Purchase decision, Trust / Titel: The Country-of-Origin Effect in the Personal Care Market  Nivå: Examensarbete på Grundnivå (kandidatexamen) i ämnet företagsekonomi Författare: Simon Andersson och Gustaf Persson Handledare: Jonas Kågström Datum: 2019 – Januari Syfte: Studien syftar att analysera svenska konsumenters uppfattning om effekterna av ursprungsland för kinesiska produkter. Metod: Studien baseras på en kvantitativ metod. Datainsamlingen skedde med en enkätundersökning som utgår från ett deduktivt synsätt. Empiriska data har samlats in via en webbenkät som publicerades på sociala medier som exempelvis Facebook och LinkedIn. Data behandlades i statistikprogrammet IBM SPSS Statistics (SPSS) för att få ut resultat; modeller, figurer och värden. Sedan utformades en deskriptiv analys, korrelationsanalys, faktoranalys och en klusteranalys. Resultat & slutsats: Resultatet uppvisade hur olika variabler korrelerar, olika faktorer som grupperar variabler samt fem olika kluster med respondenter. Vi kan dra slutsatsen att det finns en så kallad ”country-of-origin” (COO) -effekt som svenska konsumenter inte är medvetna om. Svenska konsumenter är medvetna om produktens ursprung, men rankar variablerna kvalitet och pris högre. Examensarbetets bidrag: Denna studie syftar till, att med hjälp av tidigare forskning och en genomförd undersökning, analysera svenska konsumenters uppfattning av kinesiska hälsoprodukter när det gäller COO-effekten. Dessutom ger den information om hur svenska konsumenter rankar olika variabler vid köp. Studien är unik eftersom den ger insikt om en marknad som ännu inte analyserats med avseende på COO-effekten och med en viss produktgrupp som det inte finns någon forskning om samband av COO-effekter. Studien kommer dessutom att bidra till generell COO-forskning, med vissa avvikelser som härrör från tidigare forskning. Det finns både teoretiska och praktiska bidrag av betydelse, som ger en inblick i svenska konsumenters uppfattning av kinesiska produkter. Förslag till fortsatt forskning: Den här uppsatsen avgränsar sig till den svenska marknaden och riktade in sig på en särskild produktgrupp. Det finns flera andra produktgrupper som ännu inte undersöks med avseende på COO-effekter och dess inverkan på konsumenters uppfattning. Framtida forskning kan jämföra två olika produktgrupper för att analysera de skillnader som finns/inte finns. En jämförelse mellan två (eller flera) olika länder skulle ge en vertikal bild av COO-effekter och en sådan analys skulle öka förståelse för att förstå vilka kulturella skillnader som är avgörande i konsumentbeteende. Nyckelord: Country-of-origin (COO), Country-of-origin effects, Product evaluation, Cultural differences, Made in China, Consumer behaviour, Purchase decision, Trust

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No. of bitstreams: 1 Dissertação - Claudio Gomes da Victória.pdf: 1079580 bytes, checksum: 954a53687deda1586e2b218a01a4c15a (MD5) Previous issue date: 2008-11-19 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / This dissertation reflects on the everyday life challenges of a “ribeirinha” school (a school located on the side of a river), located in a community called São Pedro, in Careiro / Castanho – AM. It presents as its central objective under standing the daily life of a “ribeirinha” school, identifying how the theme of differences is posed in the training and practices of teachers who work in that environment. In order to better direct the research, several questions were raised that helped us to travel a particular path. They are: How is the everyday life of a “ribeirinha” school and what are its main problems? How does the special Program for the Development and Valorization of the Education Professionals of the State University of Amazonas (PROFORMAR – UEA) function? Does this process contribute to the improvement of the everyday life of the school? In which way is the multi/interculturalism expressed in the day - to-day routine of this school? Who are the teachers who work there? This research followed a qualitative design, with characteristics of an ethnographic approach, favoring participant observation and also utilizing, for collecting data, a semi -structured interview and a focal group technique. It included as research subjects the eight teachers who work in that school. We also followed one of the stages of the “Curso Normal Superior” (an undergraduate teacher training course), in the Program for the Development and Valorization of the Education Professionals, in which the research subjec ts (teachers) were participating. It was possible to notice that the daily life of this school presents some problems that function as obstacles for the development of its activities, such as lack of water treatment, shortage of school meals and didactic material, little cooperation among the teachers as well as problems related to the mobilization of the community and to the land where the school is built. Concerning the attention directed to cultural differences, this aspect is not as much visible in the day-to-day situation of the school, as in the contents studied or in the daily problems. Here the question is more focused on the school´s non valorization of the cultural elements that compose the universe of a “ribeirinha” community. So, this study allo wed us to conclude that the São Pedro School needs to move forward in the understanding of its social role, developing a more collective work, involving teachers/professionals who work in this school, and the community as well as to face/overcome their pro blems. A collective action that allows us to open the horizon for a new perspective educating, in which the curriculum has its focus on the life of the school in its multiple dimensions as well as the meaning of being a student and being a teacher in a “ribeirinha” school, in the Amazonian context. / Esta dissertação traz uma ref lexão acerca dos desafios vividos no cotidiano de uma escola ribeirinha, localizada na comunidade São Pedro, no município do Careiro/Castanho -AM. Apresenta como objetivo central conhecer o cotidiano de uma escola ribeirinha, identificando como a temática das diferenças se projeta na formação e na prática dos professores que atuam nessa realidade. Para um melhor direcionamento da pesquisa, levantamos alguns questionamentos que nos ajudaram a trilhar o caminho percorrido. Como é o cotidiano da escola ribeirinha e quais os seus principais problemas? Como funciona o Programa de Formação e Valorização dos Profissionais de Educação da Universidade do Estado do Amazonas (PROFORMAR - UEA)? O processo de formação vivido pelos professores(as) da rede municipal do Careiro, através do PROFORMAR-UEA, contribui para a melhoria do cotidiano da escola? De que forma o multi/interculturalismo se expressa no dia -a-dia da escola? Quem são os professores(as) que nela trabalham? A pesquisa assumiu uma abordagem qualitativa, com ca racterísticas do tipo etnográfico, privilegiando a observação participante e utilizando também, como coleta dos dados, a entrevista semi -estruturada e a técnica de grupo focal. Incluiu como sujeitos os oito professores que atuam na escola. Acompanhamos, também, uma das etapas do Curso Normal Superior – do Programa de Formação e Valorização dos Profissionais de Educação, do qual participavam os professores sujeitos da pesquisa. Foi possível constatar que o cotidiano dessa escola apresenta alguns problemas que se colocam como obstáculos para o desenvolvimento de suas atividades, como falta de tratamento da água, escassez de merenda escolar, de material didático, pouca cooperação entre os(as) professores(as), bem como problemas com a mobilização da comunidade e com o terreno da escola. Quanto à atenção dispensada às diferenças culturais, esta é pouco visível no cotidiano da escola, seja nos conteúdos trabalhados ou nos problemas enfrentados no dia-a-dia. A questão aqui se volta mais para a não valorização, por p arte da escola, dos elementos culturais que compõem o universo de uma comunidade ribeirinha. Desta forma, este estudo nos permitiu concluir que a escola São Pedro precisa avançar na compreensão de seu papel social, desenvolvendo um trabalho mais coletivo, envolvendo professores(as)/profissionais que trabalham na escola, e comunitários(as), no enfrentamento de seus problemas. Uma ação coletiva que possibilite abrir o horizonte para uma nova perspectiva de se fazer educação, na qual o currículo tenha como foc o a vida da escola, em suas múltiplas dimensões, bem como o significado de ser aluno(a) e ser professor(a) em uma escola ribeirinha, no contexto amazônico.

O principal objetivo do trabalho foi comparar brincadeiras, conflitos e provocações de meninos e meninas de quatro a cinco anos de idade, pertencentes a dois grupos culturais: um de uma grande metrópole (São Paulo) e outro de uma pequena comunidade praiana no litoral norte de Estado de São Paulo (Ubatuba). As crianças foram observadas em atividade livre no pátio escolar. Em relação ao brincar, os principais resultados encontrados foram: as crianças de São Paulo se envolveram mais em brincadeiras simbólicas do que as ubatubanas e essas, mais em jogos de regras e em brincadeiras de contingência social do que as paulistanas; os meninos participaram mais de brincadeiras de contingência física do que as meninas e elas se envolveram mais em atividades de contingência social do que seus colegas. Predominaram as provocações de caráter não verbal entre as crianças ubatubanas. Os episódios de zombaria tenderam a ter conseqüências interacionais positivas em ambos os grupos, apesar de terem gerado também algumas reações negativas. As crianças de ambos os grupos apresentaram número equivalente de episódios de conflito, embora sua duração tenha sido maior entre as meninas de São Paulo. A principal causa de conflitos nos dois grupos culturais foi a disputa por brinquedos e a maior parte dos desenlaces teve caráter afiliativo. As crianças ubatubanas apresentaram táticas mais simples e diretas e as paulistanas, estratégias mais diversificadas e verbais de enfrentamento das situações conflituosas. Na discussão dos resultados, destaca-se a importância da configuração dos grupos de brincadeira e de dimensões culturais mais amplas como estilos de criação e códigos de comunicação , evidenciando-se a relevância de estudos interculturais para o avanço na compreensão do comportamento infantil / The major goal of the study was to compare play, conflicts and teasing in four to fiveyears- old children of two cultural groups: one from a big city (São Paulo), and another from a small seashore community (Ubatuba, São Paulo State). Children were observed in free play periods at school yard. The main findings concerning play were: São Paulos children engaged in more pretend play than seashores children, and these ones showed greater participation in games with rules and in social contingency play; boys engaged in more physical contingency activities than girls, while girls participated in more social contingency play than their male peers. Non-verbal teasing prevailed in seashore children, and teasing episodes had more frequent positive interational outcomes, although negative consequences were also found in the two groups. Children from both cultural groups presented equivalent number of conflicts and engaged in more same-sex disagreements, but the number of conflict turns was greater among São Paulos girls. Possession of objects and toys was the main conflict reason. Seashore children presented more simple and direct conflict strategies, and São Paulos children, more diversified and verbal tactics of conflict management. Contend resolutions had a predominantly affiliative character in both groups. In the discussion of data, play group configuration, as well as broader cultural dimensions such as rearing styles and communication codes , are emphasized, showing the importance of cross-cultural studies for advances in understanding childhood behavior

This study is innovative in that it draws together the concepts of suggestion from several cultural groups and develops an inventory to account for variations the occurrence of scale to studies the relatively new area of the effects of suggestion in classrooms and compares effect on personality and academic variables. As new ideas and knowledge become more widespread and accepted by the community and teaching profession, precision in the applications of suggestion in the classroom is being seen as more important. Although new to education, suggestion and similar variations has always been central to influencing behaviour and learning among pastoral, counseling and hypnotherapy fields. Teachers who had experience or influence from those fields or the ideas of Lozanov (1978) or accelerated learning groups were and are more the exception than the rule. However, as new ideas become more influential, the influence of suggestion in is becoming increasingly important in progressive, modern education. A major goal of the study was to provide a valid instrument to compare Chinese and Australian differences and similarities in use of suggestion in learning. It was hoped that such a comparison would provide increased mutual understanding of values, strategies, practices and preferences by teachers and students. A second goal was to develop a causative model that explained the relationships between the measured variables of personality and learning behaviour and suggestion in teaching and learning.. A third aim was to make a comparison on effects and performance of suggestion in teaching and learning in Australian, Chinese and Australian accelerative learning classes. This study examined differences between Australian and Chinese high school Science classrooms in their use of suggestion in teaching and learning. To ascertain the prevalence and types of suggestion in the classroom the 39-item suggestion in teaching and learning (STL) scale was developed and validated v in Year 7, 9, and 11 high school classes in China and Australia. The STL scale categorized suggestion into the following types or subscales: Selfsuggestion, metaphor, indirect non-verbal suggestion, general spoken suggestion, negative suggestion, intuitive suggestion, direct verbal suggestion, relaxation, and de-suggestion. The study involved surveying 344 participants (n=182 female, n=162 male) from four high schools in Australia and China. A further 374 participants (n=108 teachers, n=266 students) from six high schools were surveyed for selecting a Chinese sample in a pilot study. About 284 participants (China: 200 students; Australia: 84 students [includes 8 adults]) were observed for validation of the STL instrument. All subjects and classes were randomly selected and were surveyed and observed for the purpose of scale and model development. The STL scale was found to be capable of distinguishing different types of suggestion within Chinese, Australian, and Australian Accelerative Learning classes. The STL scale was significant as a first scale to measure suggestion in teaching and learning in Australian and Chinese classrooms. Items in the scale were strongly and significantly correlated with other items within the subscales and with the overall scale. Path analytic techniques were used to explain relationships between the STL scale, its subscales, nation, gender and high school students profiles on stress, depression, learning styles and academic grades. Limitations of the study included problems arising from language and cultural differences as well as newness of the scale and the field of study. Recommendations for further study included strengthening aspects of the scale with new items and further qualitative and quantitative studies on the uses of suggestion in academic learning and other forms of change in childhood and adolescence.

<p>This thesis studies how experiences influence the development of institutional knowledge within business relationships. It contributes to international business research by clarifying how experience develops the institutional knowledge of firms and what outcome such knowledge development has on firms’ internationalizations. The thesis identifies a need to distinguish between different types of experiences when investigating institutional knowledge development. In addition, the thesis compares different types of knowledge with institutional knowledge as to understand how firms learn to overcome cultural ignorance. </p><p>The empirical setting consists of quantitative research of small- and medium sized firms. The findings show that market-specific experiences increases a firm’s institutional knowledge whereas experiences of multiple markets contribute to the firm’s perception of a greater need of institutional knowledge when conducting business with their specific partner. However, these experience effects are influenced by firms’ mode of operation (export vs. subsidiaries) in the international markets and mediated by cultural distance. Furthermore, the results show that despite the increased complexity that experiences of multiple markets lead to, such experiences increase a firm’s competence in foreign institutional environments. In addition, the findings show that firms lacking in ability to adapt their business also perceives a lack of knowledge about a country’s institutions and the customer.</p>

Physiotherapists treat people with different views of the world and medical beliefs, which require a good understanding of cultural differences. One way to achieve cultural understanding is through self-reflection in a new context. During five weeks the authors, two physiotherapy students, completed a clinical practice at the rehabilitation center Pina Palmera, Zipolite, Oaxaca, Mexico. At the beginning of the period a critical incident was chosen, when the head physiotherapist for the ward Cuidados Especiales intended to sell jewellery to the authors during a treatment of a patient. The authors have by using the reflection framework "Framework to guide reflective process", and Interpretive Phenomenological Analysis (IPA) for analysis, discussed different ways of communication, adherence, education, and self-reflection and critical thinking. In the discussion the result was reflected against Social Cognitive Theory (SCT). The main conclusion drawn in this study was that self-reflection and critical thinking is necessary for both personal development, and the development of a workplace. Other findings were the recognition of the importance of an accurate mapping, and humility for the patients‟ view of the world and medical believes, to achieve adherence. The authors also came to the conclusion that there may be an ethical dilemma in compromising with patients regarding treatment. It may be difficult to meet patients in their faith and beliefs, and still work within the frames of the physiotherapists‟ legitimation.

When society is viewed in a social constructive manner, the social worker is as affected as the general population by the media and the image it portrays. A prejudice or bias social worker will not be as effective in his work as his intentions are. The purpose of this thesis was to discover if there are any visible cultural differences in the usage and description of the concept of psychopathy or a psychopath himself in the media, more specifically, daily newspapers. There are three American newspapers and three Swedish newspapers examined in this study. The study is based on a quantiative content analysis of articles published between 1st of January 2008 and 1st of July 2012. The collected data is categorized where the articles can fall under one or more of five available categories. Even though no clear results occurred, some interesting indications are visible between American newspapers and Swedish newspapers, but more so between different American newspapers. Psychopaths, people with an Antisocial Personality Disorder, are most frequently mentioned as criminals or maniacs/madmen in both countries with a modestly higher percentage for the United States of America. / När samhället blir sett ur ett socialkonstruktionistiskt perspektiv, blir socialarbetaren lika påverkad som den övriga populationen av den bild som media förmedlar och framställer. En fördomsfull eller partisk socialarbetare kommer inte att uppnå den effektivitet i sin profession som syftet med yrket innebär. Syftet med denna uppsats är att undersöka eller upptäcka om det finns några synliga kulturella skillnader i bruket och beskrivningen av psykopati som begrepp eller psykopaten som person i media, mer specifikt dagstidningar. I den här studien ingår tre amerikanska dagstidningar och tre svenska dagstidningar. Studien är baserad på en kvantitativ innehållsanalys av artiklar publicerade mellan 1:a januari 2008 och 1:a juli 2012. Den insamlade data är kategoriserad där varje artikel kan falla under en eller flera av fem förekommande kategorier. Även om det inte går att utläsa några tydliga resultat, föreligger indikationer som kan vara av intresse mellan amerikanska dagstidningar och svenska dagstidningar, men dessa är tydligare mellan de olika amerikanska dagstidningarna. Psykopater, människor som har en antisocial personlighetsstörning, beskrivs mestadels som kriminella eller galningar/dårar i båda ländernas dagstidningar med en viss högre procentuell representation vad gäller USA.

This thesis studies how experiences influence the development of institutional knowledge within business relationships. It contributes to international business research by clarifying how experience develops the institutional knowledge of firms and what outcome such knowledge development has on firms’ internationalizations. The thesis identifies a need to distinguish between different types of experiences when investigating institutional knowledge development. In addition, the thesis compares different types of knowledge with institutional knowledge as to understand how firms learn to overcome cultural ignorance. The empirical setting consists of quantitative research of small- and medium sized firms. The findings show that market-specific experiences increases a firm’s institutional knowledge whereas experiences of multiple markets contribute to the firm’s perception of a greater need of institutional knowledge when conducting business with their specific partner. However, these experience effects are influenced by firms’ mode of operation (export vs. subsidiaries) in the international markets and mediated by cultural distance. Furthermore, the results show that despite the increased complexity that experiences of multiple markets lead to, such experiences increase a firm’s competence in foreign institutional environments. In addition, the findings show that firms lacking in ability to adapt their business also perceives a lack of knowledge about a country’s institutions and the customer.

Aim: The aim of this present study was to assess the dental caries prevalence in children and adolescents aged 3-19 in the Nordic countries, and to examine if the caries prevalence is affected by socioeconomic and cultural differences. Method: The study is a literature review based on 20 scientific medical reports based on the aim of this study. Result: Decayed missed filled surfaces (dmfs) of the 3-year-olds varies from 0.3 to 0.99 and from 0.9 to 7.3 in 5-year-old children. The Nordic 12-year-olds have similar numerical values. In Nordic 14-year-olds caries prevalence increases. In the late teens there is a reduction in caries prevalence. Children at Greenland have five times more teeth decayed than other Danish children. Socioeconomic and cultural differences can affect the caries prevalence negatively. Conclusions: The caries prevalence in 3-19-year-olds in the Nordic countries, exceptGreenland, does not differ significantly between the countries. It is difficult to determine if the caries prevalence generally has decreased or increased in the Nordic countries. A higher caries prevalence can be seen in children with an immigrant background.