This study examined differences in cultural competency levels between undergraduate and graduate nursing students (age, ethnicity, gender, language at home, education level, program standing, program track, diversity encounters, and previous diversity training). Participants were 83% women, aged 20 to 62; 50% Hispanic/Latino; with a Bachelor of Science in Nursing (n = 82) and a Master of Science in Nursing (n = 62). Degrees included high school diplomas, associate/diplomas, bachelors’ degrees in or out of nursing, and medical doctorate degrees from outside the United States. Students spoke English (n = 82) or Spanish (n = 54). The study used a cross-sectional design guided by the three-dimensional cultural competency model. The Cultural Competency Assessment (CCA) tool is composed of two subscales: Cultural Awareness and Sensitivity (CAS) and Culturally Competent Behaviors (CCB). Multiple regressions, Pearson’s correlations, and ANOVAs determined relationships and differences among undergraduate and graduate students. Findings showed significant differences between undergraduate and graduate nursing students in CAS, p <.016. Students of Hispanic/White/European ethnicity scored higher on the CAS, while White/non-Hispanic students scored lower on the CAS, p < .05. One-way ANOVAs revealed cultural competency differences by program standing (grade-point averages), and by program tracks, between Master of Science in Nursing Advanced Registered Nurse Practitioners and both Traditional Bachelor of Science in Nursing and Registered Nurse-Bachelor of Science in Nursing. Univariate analysis revealed that higher cultural competency was associated with having previous diversity training and participation in diversity training as continuing education. After controlling for all predictors, multiple regression analysis found program level, program standing, and diversity training explained a significant amount of variance in overall cultural competency (p = .027; R2 = .18). Continuing education is crucial in achieving students’ cultural competency. Previous diversity training, graduate education, and higher grade-point average were correlated with higher cultural competency levels. However, increased diversity encounters were not associated with higher cultural competency levels.

Nous nous interrogeons sur la pertinence de considérer les concepts de "diversité culturelle" {DC) et/ou de "capital social" {CS) comme des facteurs explicatifs de la capacité d'ïnnovation {Cl) des organisations et des territoires. Nous partons des travaux de Reagans & Zuckerman (2001), qui montrent qu'à l'échelle des groupes de travail {GT), la DC n'a pas d'impact direct sur la CI, mais plutôt un impact indirect via deux variables de CS : la cohésion et la portée externe.Nous proposons que le concept de "capital social sécant-cohésif" (CSSC) - combinaison des 2 variables- constitue un facteur explicatif pertinent de la Cl des GT. Nous montrons à travers une revue de littérature. pourquoi et comment ce schéma complexe d'interactions peut être étendu à l'échelle des organisations, des territoires et des territoires-industries (Tl). Nous menons deux analyses empiriques pour tester cette modélisation. La première se situe à l'échelle des Tl et mobilise des données brevet pour reconstituer des réseaux de co-invention de 85 Tl de I'UEI dans l'industrie des équipements électriques. Nous évaluons le CSSC et la Cl de chaque Tl, et testons économétriquement leur relation. Les résultats confirment l'impact positif du CSSC sur la Cl et montrent que la cohésion stimule la quotité de brevets déposés, tandis que la portée externe favorise l'orientation collective et durable des innovations. La seconde se situe à l'échelle des organisations et mobilise des données primaires, collectées auprès d'un échantillon de 104 PME françaises. Les résultats confirment globalement nos hypothèses, bien que te cadre empirique ne permette de tester le modèle que partiellement. / We investigate whether tt is salient to çonsider the concept of "cultural diversity" (CD) and/or "social capital" (SC) as explanatory factors of organisations' and territories' innovative capacity (IC). The starting point of our demonstration is Reagans & Zuckerman's article (2001), who shows that at the level of work groups, CD does not have a direct impact on IC but rather an indirect impact, mediated by two variables of SC cohesion and external range. We propose that the concept of "bonding-and-bridging social capital"' (BBSC)- combination of the two SC variables- constitutes a salient explanatory factor of work group's IC. Through an interdisplinary literature review we show how and why this more complex pattern interaction can be extended at the level of organisation, territories, and territory -industry (Tl). We carry out two empirical analyses to test our hypotheses. The first study concerns Tl level. lt uses EPO patent date to reconstitute the co-inventor's network of 85 Tls of the EUI5 in the electric equipment industry. We evaluate BBSC and IC in each TI, and we test their interaction econometrically. Result.s confirm the existence of a positive impact of BBSC on Cl, and show thal cohesion stimulates the quantity or patents, while extemal range stimulate the sustainable and collective orientation of patents. The second analysis concerns organisation level. It uses a set of unique data collected from 104 French SMEs. Results broodly confirm our hypotheses although the empiricaI frame allows to test only a small part of the model.

La relation esthétique aux œuvres lues est traduite ici par une approche biopoétique de la diversité culturelle, qui nous autorise à la transcrire en termes d’écologie entendue comme ce qui a trait aux relations, aux interactions mais aussi aux ruptures et aux brisures du lien. Il s’agit d’abord de revenir sur la notion de patrimoine en proposant différents usages de la littérature par un sujet lecteur prenant ses distances vis-à-vis des mondanités institutionnelles. La ritualisation de la relation au texte d’autrui bannit les pétrifications monumentales redevables à une logique cartographique destinée à compartimenter les productions littéraires. À partir de là, on remarque que la resymbolisation de la trajectivité du lecteur au sein des balisages institutionnels infléchit les voies prescriptives d’une lecture clivée et permet d’envisager la lecture comme un geste scriptural à l’origine de nouvelles genèses littéraires. La bibliothèque intérieure situe les diversités interprétatives sous le signe d’un humanisme écologique qui décline à présent l’œuvre lue en texte-paysage, texte-habitat et texte-écosystème dans lequel se diffractent des individualités redonnant vie aux livres endormis. La notion de plasticité vivante enfin nous permet de poursuivre une approche écologisée de la littérature francophone en tant que médiateur culturel, ouvrant à de nouvelles perspectives de mise en récit du monde. La reconfiguration des œuvres littéraires se réalise sous le signe d'une écoplastie digne de transfigurer les interférences culturelles à l'oeuvre dans l'activité littéraire: la mobilité et l'organicité membranique de ces transactions redéfinissent l'hospitalité envers autrui. / This dissertation considers the aesthetic relation between the reader and literary texts from a biopoetic viewpoint, thus translating cultural diversity into ecological terms that are linked to the dynamics of relations and interactions, of ruptures and fractures. Therefore it is first necessary to reconsider the notion of patrimony by taking into account the different ways in which the reading subject takes his distance toward social institutions. Ritualizing the relation to the texts of others excludes the monumentalizing petrification due to a cartographical logic aiming to compartmentalize literary production. We notice furthermore that the resymbolization of the reader’s trajectory within institutional boundaries bends the disassembling reading that is dictated and considers reading rather as a scriptural gesture initiating a new literary genesis. The interior library associates the multiplication of interpretations to an ecologic humanism that transforms the read literary work into a text-landscape, a text-habitat, a text-ecosystem, in which individualities are diffracted, thus giving live to dormant texts. The notion of living plasticity leads us finally to an ecologized approach of francophone literature as a cultural mediator implying new perspectives for narrating the world. Reconfigurating literary texts is realized through ecoplasticy and its capabilities to transfigure cultural interferences present in literary activity: the mobility and membranic organicity of these transactions redefine the hospitality shown toward others.

In the late 1990s an attempt got underway to develop a new paradigm for cultural development policy at the United Nations Educational, Scientific and Cultural Organisation (UNESCO). The fruit of these efforts was the adoption of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions, which entered into force in 2007. This binding international treaty has been welcomed for restoring a degree of cultural policy sovereignty to states against some of the pressures of contemporary globalisation, and celebrated for burying some of the political differences between North and South that had pulled UNESCO apart in the 1970s and 1980s. As an instrument with widespread political support the Convention on cultural diversity has also marked something of a landmark event in the more general controversies over the nature of contemporary cultural change and the role of cultural policy in the era of neoliberal globalisation. This thesis is a response to these developments over the last decade, based on a series of studies looking at the processes that led to the formation of the Convention and examining some of the effects of the new framework as they are becoming apparent in the first years following its adoption and entry into force. It looks in particular at the precise points of consensus between North and South that have been found in the new framework of cultural development, examining some of its measures and the way they are coming to feature - or not - in the work of international development agencies, policymakers and cultural industry stakeholders. These observations are developed through two main case studies looking at contemporary attempts at cultural policy reform in China and the Caribbean. The thesis also attempts to offer an alternative perspective to the legal and international relations analyses that have surrounded the Convention and its political controversies so far by approaching them within the framework of social and cultural theory, engaging in particular with recent claims about the transformation of culture into a 'resource' for trade and development in the new global economy. I argue that the new framework tends to conflate cultural rights and recognition with the right of the state to protect and promote activities that it deems worthy of recognition on cultural grounds: this has offered a welcome development to those that have come to have a privileged role to play in the contemporary concern to promote enterprise, production and trade in the knowledge-based economy of content and intellectual property creation, but it has also tended to weaken the position of others whose claims to cultural recognition are inseparable from demands which have little or no protagonism in this framework.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-26T12:43:10Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Rafael Moura de Andrade - Dissertação Versão Final .pdf: 7880632 bytes, checksum: 50627f846cc0bb200cdf7d22f5cf0738 (MD5) / Made available in DSpace on 2017-07-26T12:43:10Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Rafael Moura de Andrade - Dissertação Versão Final .pdf: 7880632 bytes, checksum: 50627f846cc0bb200cdf7d22f5cf0738 (MD5) Previous issue date: 2016-02-29 / CNPQ / Esta pesquisa tem como objetivo apresentar uma interpretação sobre a política cultural implementada no carnaval do Recife, através do Carnaval Multicultural do Recife, a partir das categorias em uso pelos agentes públicos responsáveis pela criação e desenvolvimento de tal política pública. Apesar de o carnaval ser constantemente trabalhado como uma festa ligada à espontaneidade e à quebra das hierarquias e da ordem, os carnavais brasileiros, e em especial a festa recifense, possuem uma relação direta com o Estado – remontando aos primórdios da folia no país –, seja através de intervenções e tentativas de proibir certas manifestações, seja na criação de artifícios para regular o festejo popular. A partir dos anos 1970, a Prefeitura do Recife, seguindo um movimento que se apresentava também em outras cidades do país, reitera seu interesse pela festa sob a ótica da gestão pública para o turismo. Esta relação entre carnaval e administração pública em Recife encontra seu ápice no início dos anos 2000, com a criação do Carnaval Multicultural do Recife. A interpretação aqui proposta utiliza como base de sua leitura as três categorias identificadas como centrais dentro do discurso da gestão pública: a democratização da festa; a diversidade de manifestações culturais; e a descentralização dos polos de animação. / This research aims to present an interpretation of the cultural policy implemented in the carnival of Recife, through the so-called “Carnaval Multicultural do Recife”. This will be done taking as a point of departure the categories used by the agents who are responsible for the creation and the development of such public policy. Despite the carnival being constantly promoted as an event linked to the spontaneity and the breakdown of hierarchies and order, Brazilian carnivals, especially Recife’s, have a direct relationship with the state - going back to the early days of the carnival in the country - either through interventions and attempts to ban certain manifestations or through the creation of devices to regulate the popular celebration. Beginning in the 1970s, the city of Recife reiterates its interest in the Carnival following the perspective of public management for tourism under a demonstration that was also widespread in other cities of the country with this purpose. This relationship between Carnival and public administration in Recife finds its peak in the early 2000s, with the creation of the “Carnaval Multicultural do Recife”. The interpretation proposed here uses as basis the following three categories, which are identified as core within the discourse of public management: the democratization of the Carnival party; the diversity of cultural expressions and the decentralization of concert venues.

Este estudo teve por objetivo identificar o nível de competência intercultural dos servidores de um instituto de pesquisa científica e tecnológica. A competência intercultural engloba conhecimentos, habilidades, atitudes e sensibilidade em relação às diferenças culturais. O instituto estudado mantém cooperação com instituições internacionais, portanto, recebe pessoas de vários países e muitos de seus servidores frequentemente viajam ao exterior. Assim, é necessário que os servidores sejam dotados de competência intercultural que lhes permita relacionar-se de maneira eficaz com as mais diferentes culturas e evitar mal-entendidos culturais com visitantes na instituição e em outras instituições em outros países. A finalidade deste estudo é construir um conhecimento que seja útil para o setor de Gestão de Pessoas da instituição estudada, assim como para outras organizações, à medida que possibilite avaliar se existe a necessidade de aplicação de cursos ou treinamentos que orientem seus servidores a desenvolver uma alta competência intercultural. O método utilizado foi de pesquisa de estudo de caso, quantitativa e qualitativa, exploratória e descritiva, documental e de campo. Os instrumentos utilizados para a coleta de dados foram análise documental, entrevistas e questionários, aplicados em uma amostra de servidores por acessibilidade. A análise documental permitiu conhecer a história, as atividades, o quadro de servidores, os perfis destes e as multiculturas presentes na instituição. Os dados obtidos nas entrevistas, analisados pelo método de análise de conteúdo, permitiram identificar as compreensões, percepções, visões e opiniões dos servidores sobre a interculturalidade no ambiente de trabalho, o que serviu de subsídio para a construção do questionário. Os questionários foram aplicados na população total de servidores efetivos de carreira, na unidade sede da instituição, com um índice de retorno de 43,5%, e foram analisados com o auxílio do Software Excel, permitindo identificar o nível de competência intercultural, dentre baixo, médio e alto, dos servidores com relação a conhecimentos, atitudes, habilidades e sensibilidade. Com relação a conhecimentos e habilidades, a competência intercultural global dos servidores se enquadrou no nível médio; já com relação a atitudes e sensibilidade, enquadrou-se no nível alto. Pôde-se concluir que variáveis como cargo, sexo, escolaridade, idade e tempo de serviço na instituição influenciam no nível de competência intercultural. / This study aimed to identify the level of intercultural competence of civil servants from an institute of scientific and technological research. Intercultural competence encompasses knowledge, skills, attitudes and sensitivity to cultural differences. The studied institute maintains cooperation with international institutions, therefore, welcomes people from many countries and many of their civil servants frequently travel abroad. It is therefore necessary that they are endowed with intercultural competence that allows them to bring into relationship with the most diverse cultures and avoid cultural misunderstandings with visitors at the institution and at other institutions abroad. The purpose of this study is to build a knowledge that is useful for the Personnel Management area of the studied institution, as well as other organizations, as it allows assessing whether there is a need for implementation of courses or trainings that guide its civil servants to develop a high intercultural competence. The research method used was case study, quantitative and qualitative, exploratory and descriptive, documentary and field. The instruments used for data collection were analysis of documents, interviews and questionnaires applied to a sample of civil servants for accessibility. The analysis of documents allowed to know the history, the activities, the framework of civil servants, the profiles of them and the multi-cultures present in the institution. The data obtained in the interviews, analyzed by using the method of content analysis, allowed to identify the understandings, perceptions, visions and opinions of the civil servants about the intercultural workplace, which served as a subsidy for the construction of the questionnaire. The questionnaires were applied to the total population of effective civil servants, in the institution headquarters unit, with a return rate of 43.5%, and were analyzed with help of Excel software, allowing to identify the level of intercultural competence, among low, medium and high, of the civil servants about knowledge, attitudes, skills and sensitivity. Referring to knowledge and skills, the general intercultural competence of civil servants was framed on the average level; referring to attitudes and sensitivity, framed on the high level. It was concluded that variables such as job post, gender, education, age and length of service in the institution influence the level of intercultural competence.

O objeto de estudo desta dissertação é a análise da experiência de introdução de oficinas de Cultura Brasileira em escola municipal da capital paulista, cujo projeto pedagógico tem características diferenciadas. Esboçando as linhas mestras do projeto da escola em que ocorre a experiência, ao descrever e problematizar o trabalho desenvolvido nessas oficinas, notadamente, as de Capoeira e de Música que tratam da temática afro-brasileira, buscou-se analisar as tensões existentes entre o conhecimento oficial veiculado na escola e os saberes tradicionais produzidos no universo das culturas populares. Foram realizadas entrevistas com membros da comunidade escolar diretora, professoras, oficineiras, membros do Conselho Pedagógico, bem como alunos e familiares, com o intuito de reconstruir as origens das atividades em torno da cultura brasileira na escola, e de verificar os desdobramentos da abordagem que valoriza as contribuições da cultura afro-brasileira. O objetivo foi o de analisar em que medida há integração entre os conhecimentos sistemáticos e as oficinas culturais; se as professoras da escola demonstram aceitar e reconhecem a proposta de trabalho em torno da cultura afro-brasileira como componente do conteúdo curricular e, ainda, se perceberam mudanças na forma como os estudantes elaboram suas convicções sobre a presença e a contribuição dos afro-descendentes em nossa cultura. Da parte das crianças quis-se identificar como elas captam e reelaboram as informações advindas das oficinas que têm como temática a cultura afro-brasileira e se, de alguma maneira, alunos afrodescendentes aceitam melhor a presença das culturas negras na composição de suas identidades. Do lado das crianças brancas desejou-se observar se a abordagem incitada nessas oficinas produziu mudanças relativas à ampliação de seus repertórios culturais originais. Em relação aos familiares, tentou-se captar como eles aceitam a proposta que a escola oferece, de trabalho com a diversidade cultural. Para tanto, utilizamos o referencial teórico oferecido pela teoria crítica do currículo, com base em autores como Apple, Giroux, McLaren, Sacristán, bem como algumas contribuições de Canclini, para compreender melhor a inserção das culturas tradicionais no contexto do capitalismo global. / The subject of this thesis is to analyze the experience of introduction of workshops about Brazilian Culture at a municipal school at São Paulos capital which pedagogical project has distinct characteristics. Sketching the main lines of the project at the school where the experience occurs describing and problematizing the work developed in these workshops, specially, the one of Capoeira and Music workshop which works about an afro-brazilian thematic. The thesis looks for to analyze the tensions existents between the official knowledge transmitted in school and the traditional one made on the popular culture universe. There were made interviews with members of the scholar community principal, teachers, workshoppers, members of the Pedagogical Council as well as students and relatives with the objective to rebuild the beginnings of the activities related to brazilian culture at school and to check the unfold of the approach that values the contributions of afro-brazilian culture. The objective was analyzing in what measure occurs the integration between the systematic knowledge and cultural workshops; if teachers at school demonstrate accepting and recognizing the work proposal with afro-brazilian culture as a component at curriculum contents and, more, if they have noticed changes on the way that the students organize their convictions about the presence and the contribution of afro-descendants in our culture. On children part it was intended to identify how they catch and reorganize information came upon workshops which have as thematic afro-brazilian culture and if, in any way, afro-descendants students accept much better the presence of black-cultures building their identities. On white-children part it was wanted to observe if the approach employed at these workshops has produced changes relating to the amplification on their original cultural repertory. Relating to the family, it was tried to captivate how they accept the proposal offered by the school: working with cultural diversity. Therefore, we have used theoretical reference offered by the curriculum critical theory, based on authors like Apple, Giroux, McLaren, Sacristán, as well as some contributions from Canclini to comprehend better the introduction of traditional cultures at the global capitalism context.

Submitted in Fulfilment of the Requirements for the Degree of Master of Education in the Department of Philosophy of Education in the University of Zululand, 1994. / The study contributes scientifically to the erudite debate still going on and problems facing the Government of National Unity about open schools. The study reveals the most central problem in open schools, that is, if education amongst its functions serves to enhance and maintain cultural identity, thus, are open schools culturally relative to maintain all cultural identities. The study further reveals alienation as a social problem suffered by African pupils in open schools and in their respective communities. Different perceptions and expectations by African parents are revealed in this study as well. Statistical imbalances in Black is to White enrolment ratio in these schools has been noted together with concomitant justifications by their predominantly White principals. The study consequently recommends that, since hitherto the integration has been such that only Black pupils move to White schools, therefore the Minister of Education should take into account the inadequacies and in some instances non-existence of vital facilities for effective teaching-learning to take place in African schools which is one of the pulling factors.

High fruit and vegetable (FV) intake is associated with healthy weights and decreased risk of chronic disease. Yet, adolescent FV intakes fall below national recommendations. Few studies involve racial/ethnic minority adolescents in formative research, despite their increased risk of poor FV intake. Consequently, the purpose of this study was to describe the type and frequency of FV intake of urban multicultural young adolescents, and to examine their attitudes and beliefs towards increased consumption of FV. A convenience sample (n=79) of racially diverse (e.g., 31% Hispanic/Latino, 27.4% Black/African American) grade seven students, participated in our study comprised of a self-administered survey with culturally adapted FV food frequency questionnaire (FVFFQ) and focus group discussions. The FVFFQ revealed that hand fruit was the most highly consumed fruit among our students, while consumption of vegetables was more evenly distributed. Preferred FV among racial/ethnic population groups ranged with Hispanic/Latino identifying citrus, leafy green vegetables preferred by Black/African American, tropical fruit by Asian and Whites reporting cooked vegetables. Availability of preferred vegetables as school significantly influenced vegetable intake (p=0.038). Family attitudes towards vegetables also influenced student FV behaviors (diet diversity (DD) score, p=0.008; FV self-efficacy scores, p=0.019). The median DD score (73%) indicated moderate compliance with national FV intake recommendations among students with red, orange, and ‘other’ vegetables requiring the most improvement in intake. Focus group discussions revealed important barriers to FV intake, including a preference for consuming ‘junk food’ for snacks over FV, a lack of availability of preferred vegetables at school, and parental financial constraints, which limited availability of preferred produce at homes. Students’ suggested strategies to motivate increased FV intake included greater incentives and modeling from parents, improved recipes and taste tests for vegetables served at school and greater availability of culturally diverse produce represented in school menu. Students emphasized social media for FV promotion targeted at adolescents. Overall, our findings suggest young adolescents are open to increased FV intake, but require a supportive home and school environment, with access to cultural and preferred produce; students indicated a keen interest in involvement with FV promotion initiatives undertaken in their school.

This case study investigated cultural diversity discrimination claims within the Texas construction industry. The research questions guiding this study were: <div>1.To what extent is there a pattern of discrimination based on cultural differences in the workplace within the Texas construction industry? </div><div>2.What changes in legislation, policies, or practices have been proposed or enacted in Texas to address issues of cultural diversity discrimination? </div><div>Using publicly available archival data, historical documents, and court records from the EEOC, Texas Workforce Commission and Civil Rights Division, and the Texas court system, this case study examined claims involving cultural diversity discrimination over a ten-year period, from 2010 through 2020. An analysis of the data revealed a clear pattern of ongoing cultural diversity discrimination within the Texas construction industry based on race/ethnicity, color, and national origin for the entire period under investigation. This study did not find new legislation, policies, or practices enacted by the state of Texas in response to the growing discrimination claims filed against the Texas construction industry. The study culminated with recommendations for future research and proposed the Goldstein Cultural Integration Model as one of several approaches toward embracing cultural diversity in the workplace.</div>