The use of subtractive bilingual models in Puerto Rico may influence children's construction of social categorizations. There is a gap in the literature related to linguistics, ethnicity, and systems of education and acculturation of a majority group. The purpose of this multiple case study was to examine the influence of the language of instruction and teachers' communicative practices in private and public schools on first graders' ethnic identity construction in the municipality of San Juan, Puerto Rico. The conceptual framework of the study was based on Markus's unified theory of race and ethnicity, Berry's bidimensional model of acculturation, Tajfel and Turner's social identity theory, and Wimmer's ethnic boundaries multilevel process theory. The research questions concerned how teachers' communicative practices reflected and promoted children's construction of social categorizations, what roles teachers played in ethnic education, and the influences that shaped their cultural knowledge. Purposeful sampling was used to select 2 Spanish speaking and 2 English speaking classrooms form the municipality that could provide information to answer the research questions. Data were collected from classroom observations, structured interviews with teachers, analysis of classroom artifacts, and the use of Zea, Asner-Self, Birman, and Buki's Abbreviated Multidimensional Acculturation Scale. Data were coded and then categorized by theme. The findings of the study demonstrated that teachers' hybridized ethnicity is reflected in communicative practices that influenced children's construction of social categorizations. This study could serve to develop strong cultural awareness policies for education systems and for other countries at risk of losing their language and traditions.

Globalization and international business increasingly require the services of skilled expatriates in overseas offices. Over the past 50 years, numerous studies have focused on various factors affecting expatriate adjustment, primarily through quantitative research, reaching no conclusions on what factors in cross-cultural training would guarantee expatriate success. Expatriate failure has high personal and organizational costs. The purpose of this study was to use the qualitative methodology of narrative inquiry to investigate the adjustment, transition, and repatriation experience as a holistic process. Two theoretical constructions, Bandura's social learning theory, applied to the learning process in an international assignment, and social identity theory, represented key factors in the expatriate experience. The overarching research question investigated the distinct factors that contributed to the overall success or failure of an expatriate. Narrative inquiry, and open-ended questions, allowed the participants to reveal their stories. Participants (N = 14) were selected using criterion and convenience sampling. Interviews were recorded, transcribed, and coded into themes using an iterative process. Results established weak organizational support in the preparation and repatriation stages. Participants considered their assignments a success and exhibited strong self-efficacy and internal locus of control. The need for successful expatriate performance will continue to increase with globalization; findings in this study can contribute to the training, support, and repatriation of employees. The potential for social change includes the improvement in global business functioning and international understanding.

<p>Vi strävar alltid efter att förstå det som sker i den värld vi lever i. Till vår hjälp har vi olika referenser och kunskaper som vi har lärt oss under våra liv. Dessa referenser och kunskaper förenklar och förklarar våra upplevelser och sätter in dem i ett sammanhang. Utan detta sammanhang blir enskilda händelser omöjliga att förstå och vi tvingas navigera oss fram med förbundna ögon. Kultur är ett av de verktyg vi människor använder för att förklara den verklighet vi lever i. Vi omges ständigt av en mängd olika kulturella kontexter med sina egna koder och sammanhang. För att kunna interagera med dessa kulturer måste vi ha en förståelse för vad kultur är och hur det påverkar våra handlingar och tankar. För en soldat eller officer som skall operera i en internationell miljö blir denna kunskap ännu viktigare, då det kulturella avståndet mellan människor tenderar att växa exponentiellt i förhållande till det geografiska avståndet. Detta är en av de viktigaste erfarenheter som man dragit under 2000-talets internationella konflikter. Till följd av detta så har institutioner över hela världen startat projekt i syfte att utveckla utbildningar och träningsprogram som skall öka förmågan att hantera kultur och kulturell problematik vid militära insatser. Denna uppsats huvudsyfte är att med hjälp av Brian A. Selmeskis 3C koncept undersöka hur den svenska Försvarsmakten och Försvarshögskolan hanterar kultur och kulturell problematik i sin utbildning. Målet med uppsatsen är att identifiera områden som kan utvecklas i syfte att utveckla Cross Cultural Competence.</p> / <p>We always try to make sense of the things that happens in the world we live in. To our help we have different references and knowledge that we have learned during our life. These references and knowledge simplifies and explains our experiences and put them in to context. Without this context single events becomes impossible to understand and we are forced to navigate with our eyes bound. Culture is one of the tools, we humans use to explain the reality we live in. We are constantly surrounded by a wide range of different cultural contexts with there own codes and conducts. To be able to interact with these cultures we must have a understanding for what culture is and how it affect our actions. For soldier or an officer that will operate in an international environment, this knowledge becomes even more important cause the cultural distance between people tend to grow exponentially in relations to the geographical distance. This is one of the most important experiences from the 21 st century’s international conflicts. As a result of this, institutions all over the world have started projects with the purpose to develop educations and training programs that will increase the ability to manage culture and cultural problems. This essays main purpose it to with the help of Brian A. Selmeskis 3C concept study how the Swedish Defence and the Swedish National Defence Collage handles culture and cultural problems in their education. The goal with the essay is to identify areas that can be developed with the purpose to evolve Cross Cultural Competence.<strong><em></em></strong></p>

Vi strävar alltid efter att förstå det som sker i den värld vi lever i. Till vår hjälp har vi olika referenser och kunskaper som vi har lärt oss under våra liv. Dessa referenser och kunskaper förenklar och förklarar våra upplevelser och sätter in dem i ett sammanhang. Utan detta sammanhang blir enskilda händelser omöjliga att förstå och vi tvingas navigera oss fram med förbundna ögon. Kultur är ett av de verktyg vi människor använder för att förklara den verklighet vi lever i. Vi omges ständigt av en mängd olika kulturella kontexter med sina egna koder och sammanhang. För att kunna interagera med dessa kulturer måste vi ha en förståelse för vad kultur är och hur det påverkar våra handlingar och tankar. För en soldat eller officer som skall operera i en internationell miljö blir denna kunskap ännu viktigare, då det kulturella avståndet mellan människor tenderar att växa exponentiellt i förhållande till det geografiska avståndet. Detta är en av de viktigaste erfarenheter som man dragit under 2000-talets internationella konflikter. Till följd av detta så har institutioner över hela världen startat projekt i syfte att utveckla utbildningar och träningsprogram som skall öka förmågan att hantera kultur och kulturell problematik vid militära insatser. Denna uppsats huvudsyfte är att med hjälp av Brian A. Selmeskis 3C koncept undersöka hur den svenska Försvarsmakten och Försvarshögskolan hanterar kultur och kulturell problematik i sin utbildning. Målet med uppsatsen är att identifiera områden som kan utvecklas i syfte att utveckla Cross Cultural Competence. / We always try to make sense of the things that happens in the world we live in. To our help we have different references and knowledge that we have learned during our life. These references and knowledge simplifies and explains our experiences and put them in to context. Without this context single events becomes impossible to understand and we are forced to navigate with our eyes bound. Culture is one of the tools, we humans use to explain the reality we live in. We are constantly surrounded by a wide range of different cultural contexts with there own codes and conducts. To be able to interact with these cultures we must have a understanding for what culture is and how it affect our actions. For soldier or an officer that will operate in an international environment, this knowledge becomes even more important cause the cultural distance between people tend to grow exponentially in relations to the geographical distance. This is one of the most important experiences from the 21 st century’s international conflicts. As a result of this, institutions all over the world have started projects with the purpose to develop educations and training programs that will increase the ability to manage culture and cultural problems. This essays main purpose it to with the help of Brian A. Selmeskis 3C concept study how the Swedish Defence and the Swedish National Defence Collage handles culture and cultural problems in their education. The goal with the essay is to identify areas that can be developed with the purpose to evolve Cross Cultural Competence.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Anne Haas Dyson. Includes bibliographical references (leaves 234-245) Available on microfilm from Pro Quest Information and Learning.

Der Artikel stellt eine musikdidaktische Perspektive dar, die ihren Ausgang bei der Frage nimmt, ob und wie Musik im Musikunterricht erscheint, sofern das Phänomen Musik nur in erfüllter Praxis erscheint. Erfüllte Praxis wird verstanden als eine gelingende Konstellation verschiedener Situationsmerkmale wie Wahrnehmungsinteressen, Themen, Vollzugs-, Interaktions- und Kommunikationsweisen der beteiligten Personen. Nach einer erfahrungsbezogenen Einleitung wird im ersten Abschnitt der Praxisbegriff als Dreh- und Angelpunkt der musikdidaktischen Theorie und auch Videographie dargestellt. Im zweiten und dritten Abschnitt werden ästhetische Praxis und kulturelle Bedeutung als allgemeine Form und inhaltliche Konkretisierung erfüllter Praxis dargestellt. Zweimal vier Kriterien für die Analyse und Gestaltung von erfüllter Praxis im Musikunterricht (=SchulMusik) werden ausgewiesen und mit den gemeinsamen Videos des Symposions und des Buchs veranschaulicht. Über den deskriptiven Kern des Artikels hinaus, der auf normative Setzungen verzichtet, wird in einem Exkurs ein musikdidaktisches Modell „Musikpraxen erfahren und vergleichen“ entworfen. / The article constitutes an approach on music education, which takes its starting point from a question: Does music appear in music lessons and how, assuming the phenomenon music appears in fulfilling praxis only. Fulfilling praxis is defined as a meaningful constellation of different characteristics, such as the attitude of perception, the topic, the ways of action, interaction and communication of the participating people. The introduction leads from observations in school settings to the keypoints of music didactics, focusing on three different scientific parts of the related issues. Part one portrays “praxis” as the key issue connecting different theories ranging from epistemology to videography. Part two and three depict aesthetical praxis as general form and culture-related meaning as specification of fulfilling musical praxis. Two times four criteria identify aesthetical and cultural aspects of fulfilling musical praxis in the classroom (=SchoolMusic) and are illustrated by the joint music lessons on DVD, which are appended to the book. While the main emphasis of the article is descriptive and does not aim for normative purposes, an excursus drafts a model of music education called “Experiencing and comparing different kinds of musical praxis”.

Thesis (M.A.)--Wheaton College, 2005. Action Research Paper (M.A.)--Wheaton College, 2005. / Includes bibliographical references (l. 125-129).

This thesis presents a proposal to design a cultural education centre. The object is located in the suburbs of Velké Meziříčí village. It is situated in a residential area near a primary school and a kindergarten. The object will be connected to the local infrastructure and will also have a car park attached. The building will comprise of two operationally connected parts. The first part will consist of several classrooms intended for afterschool clubs, the other will be designed as a gym. The object is of an L shape with two stories above ground. The object is made of hollow ceramic blocks with concrete-steel ceilings. The roof of the building is of a saddle design and is made of wooden roof. The object is designed with steel roofing and profile roofing tiles. The façade is insulated with mineral fibre and ventilated with a system of load bearing steel grid and fibre cement boards. The object will serve children and the youth in activities during their free time. The building is also designed for the disabled.

The thesis deals with the preparation of plans for a new Center of Culture and Education complex located in the town of Rychnov nad Kněžnou. The complex being designed is composed of two interconnected parts. Library, educational center, café and technical facilities are located in the main part of the building. The main part has three floors and a partial basement. The structure consists of reinforced concrete frame with ceilings formed by point-supported slab. The building is covered with warm flat roof. The second part of the building is a one-floor multipurpose hall with facilities. Load-bearing structure of the roof consists of glue laminated girders supported by columns. The facade is partly designed as a ventilated cladding with cement-bonded particle board, partly as a contact thermal insulation system.

(1) Background: The equality of life chances in Germany is often assessed along the lines of a west/east and urban/rural differentiation in which the latter usually perform worse. One currently popular proposal for addressing these inequalities is to strengthen cultural and arts education. The question arises to what extent regional characteristics genuinely influence participation opportunities and to what extent individual resources still play a decisive role. (2) Methods: Using descriptive analyses and multilevel logistic regression modelling, we investigate the distribution of and participation in non-formal cultural education amongst German youth. (3) Results: We find that differences are more complex than a simple west/east or urban/rural divides. Rather, cultural activities must be considered in terms of their character in order to assess the mechanisms at play. There seem to be differences in the dependency on district funding between very peripheral and very central districts that frame the cultural infrastructure. (4) Conclusions: Regional discrepancies are not uniformly distributed across different fields of education or infrastructure. Simplifying statements that classify peripheral regions the general losers can be refuted here. Simultaneously, more comprehensive data could yield significantly more results than we are currently able to produce.