Made available in DSpace on 2016-04-26T20:23:21Z (GMT). No. of bitstreams: 1 Gisella Martignago.pdf: 2090581 bytes, checksum: 4ecec7a365587475bcf25c2ef6141aed (MD5) Previous issue date: 2014-10-30 / Law and music are topics of great richness and complexity. However, the relationship between these two fields of human knowledge and culture is not usually explored by scientific researchers of both universes. This thesis aims to analyze the electronic music DJ and work from the perspective of Cultural Rights. Moreover describe that meets our legal system is flawed as the understanding and regulation of the activity and creations of artists DJs Proof of this position lies in the impossibility of this hold the record of his musical work nor their work is regulated by labor laws. At the moment we accept and regulate this artistic activity, freedom of musical expression and musical cultural diversity will be strengthened / Direito e música são temas de grande riqueza e complexidade. No entanto, a relação entre estes dois campos do conhecimento e da cultura humanos costuma não ser explorada pelos pesquisadores de ambos universos científicos. A presente tese tem como objetivo analisar a música eletrônica e o trabalho do DJ dentro da perspectiva dos Direitos Culturais. Ademais cumpre descrever que nosso ordenamento jurídico é falho quanto à compreensão e regulamentação das criações e da atividade dos artistas DJs. Prova de tal postura encontra-se na impossibilidade deste realizar o registro de sua obra musical tampouco seu trabalho ser regulamentado pelas leis trabalhistas. No momento em que se acolher e regulamentar esta atividade artística, a liberdade de expressão musical e a diversidade cultural musical estarão fortalecidas

Les équipes internationales de projet sont aux prises avec des situations complexes tant au plan technique qu’au plan organisationnel. Les projets se démarquent de la production ordinaire par le caractère unique du résultat et d’inévitables imprévus qui exigent la résolution de problèmes émergents chemin faisant. La recherche de solutions débouche sur la mise en œuvre d’innovations. Le contexte international des projets ajoute à la diversité de métiers et de profils des membres une diversité culturelle qui implique que les acteurs ne partagent pas les mêmes références pour donner du sens aux situations qu’ils vivent. Pour certains chercheurs, la diversité culturelle dans une équipe favorise la créativité et l’innovation. Pour d’autres, la diversité soulève des difficultés pour diffuser et concrétiser des innovations, elle est instrumentalisée pour construire des frontières artificielles et stratégiques qui servent les intérêts des acteurs. Cette recherche doctorale ne vise pas à trancher entre les différentes thèses mais elle propose, sur la base d’un travail empirique dans un contexte international, des éléments d’explication sur les relations entre les différences des cultures d’une part et la capacité à produire et diffuser une innovation organisationnelle d’autre part. Cette recherche s’appuie sur une étude de cas unique, un Plan de Contrôle Qualité dans un projet international d’infrastructure de transport réalisé par un consortium constitué de firmes algérienne, française et italienne. Notre étude révèle que l’examen des constructions culturelles en lien avec les rapports de pouvoir, et de l’articulation des cultures nationales avec les cultures professionnelles, est essentiel pour comprendre les mécanismes expliquant les liens entre diversité culturelle et innovation organisationnelle. Ni les cultures en présence, ni les rapports de pouvoir en œuvre ne sont suffisants pour expliquer la dynamique d’un processus d’innovation organisationnelle ; c’est bien l’articulation de ces dimensions qui joue dans les interactions. Notre contribution managériale s’accentue sur la prise en compte des contextes socioculturels des projets internationaux, et le renforcement du cadre formel et légal dans ces rapprochements inter-organisationnels. / International project development teams confront complex technical and organizational situations. The objective of the projects differs from the ordinary production by the uniqueness of the outcome and the inevitable unexpected events which require the resolution of emerging problems during the realization process. The search for solutions leads to innovations. The international context of projects adds cultural diversity to the diversity of the professions and profiles of the members, which means that the actors do not share the same references to give meaning to the situations they live in. For some researchers, cultural diversity within a team promotes creativity and innovation. For others, diversity raises difficulties that slow down the diffusion and realization of innovations. It is only the instrument to construct strategic artificial borders that protect the profits of the actors. This doctoral research is not intended to decide between the various theses but proposes, on the basis of an empirical work in an international context, elements of explanation to the relations between the differences of cultures on one hand, and the ability to generate and spread an organizational innovation on the other hand. This research is based on a single multicultural case study “the Quality Control Plan” in an international transport infrastructure project carried out by a consortium made up of Algerian, French and Italian firms. Our study reveals that examining cultural constructs in relation to power relations, and the articulation of national cultures with professional cultures, is crucial to understand the mechanisms explaining the links between cultural diversity and organizational innovation. Neither the cultures in presence, nor the power relationships are sufficient to explain the dynamics of an organizational innovation process; it is the articulation of these dimensions that plays into the interactions. Our managerial contribution is accentuated by taking into account the socio-cultural contexts of international projects, and reinforcing the formal and legal framework in these inter-organizational linkages.

Trata-se do enclave étnico dos imigrantes coreanos do bairro do Bom Retiro, localizado na zona central da cidade de São Paulo, tendo como objetivo detectar seus aspectos urbano -espaciais e expô-los através de uma descrição sintética baseada nos trabalhos de campo. Através dela, procura-se estabelecer as relações entre os diferentes espaços do cotidiano dos coreanos do bairro dedicados ao trabalho, à moradia e à convivência intraétnica. A partir do modelo de territorialização do enclave étnico, tenta-se compreender a estrutura de relações humanas que está na base dessa constituição espacial, e propõe refletir sobre o caráter multicultural do Bom Retiro que se escora na economia do vestuário, e também sobre as particularidades da sua transformação espacial decorrente do processo de sucessão étnica. / It concerns the Korean immigrants ethnic enclave in the Bom Retiro neighbourhood located at São Paulo\'s city downtown area, aiming to find its spatial-urban aspects and exhibiting them through a field research based description. Trough this, it establishes relations among everyday life places that are dedicated to work, housing and intraethnic congregation. From the ethnic enclave territorialization model, it tries to understand the existing human relations structure in the base of this spatial constitution, proposing a reflection on the multicultural aspect of Bom Retiro which is supported by the garment manufacturing economy, and on the particularities of its spatial transformation derived from the ethnic succession process.

Submitted by Alisson Mota (alisson.davidbeckam@gmail.com) on 2015-06-22T19:30:20Z No. of bitstreams: 1 Dissertação - José Eurico Ramos de Souza.pdf: 1920439 bytes, checksum: beb5f55287bb90e762ed808bae01afe4 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T21:52:27Z (GMT) No. of bitstreams: 1 Dissertação - José Eurico Ramos de Souza.pdf: 1920439 bytes, checksum: beb5f55287bb90e762ed808bae01afe4 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T21:56:18Z (GMT) No. of bitstreams: 1 Dissertação - José Eurico Ramos de Souza.pdf: 1920439 bytes, checksum: beb5f55287bb90e762ed808bae01afe4 (MD5) / Made available in DSpace on 2015-06-29T21:56:18Z (GMT). No. of bitstreams: 1 Dissertação - José Eurico Ramos de Souza.pdf: 1920439 bytes, checksum: beb5f55287bb90e762ed808bae01afe4 (MD5) Previous issue date: 2011-07-01 / CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to analyze the reforms in the professional education concerning the cultural diversity in the upper Rio Negro region. It discusses the impacts that occurred due to Professional Education Reforms introduced at Escola Agrotécnica de São Gabriel da Cachoeira-AM, starting from the Lei de Diretrizes e Bases da Educação, Law n. 9.394/96, analyzing the main points of conflict between the Decree n. 2.208/97 and Decree n. 5.154/2004, until the promulgation of the Law n. 11.741/2008 that changes devices of the Law n. 9.394/96, contextualizing the process of foundation and performance of EAF-SGC in upper Rio Negro region. The methodology used is based in a quali-quantitative research, due to complex characteristics of many aspects of the institution chosen. It was opted the case study as a research method to analyze the repercussions of the reforms in the professional education, in a region where the people demand for a indigenous education. The date analyzes were realized in a historical and critical prospects, that aimed to understand the several stages in the reforms of professional education and their results in the upper Rio Negro region. This way, the EAF-SGC is trying to establish communication between scholar community and the organized civil society, as a way to resize their actions up to deal with the community needs. Nevertheless, there are many requests presented by the indigenous community to the institution, however, they face the lack of human and financial resources. Finally, this study reaffirms the need of a different treatment to this institution since the process of selection of its teaching staff and financial resources that permit the arrival of its educational actions in the indigenous communities. / A presente pesquisa tem como principal objetivo analisar as reformas da educação profissional frente à diversidade cultural da região do alto Rio Negro, procurando discutir os impactos que ocorreram devido as Reformas da Educação Profissional implantadas na Escola Agrotécnica de São Gabriel da Cachoeira-AM, frente à grande diversidade étnica e cultural da região, a partir da Lei de Diretrizes e Bases da Educação, Lei n. 9.394/96, analisando os principais pontos de conflito entre o Decreto n. 2.208/97 e o Decreto n. 5.154/2004, até a promulgação da Lei n. 11.741/2008 que altera dispositivos da Lei n. 9.394/96, contextualizando politicamente o processo de fundação e atuação da EAF-SGC na região do alto Rio Negro. A metodologia utilizada encontra-se embasada numa pesquisa de cunho qualiquantitativo, devido a características bastante complexa e multifacetada da instituição escolhida para a realização desta investigação, optou-se por um estudo de caso enquanto método de pesquisa, que tem como pressuposto básico analisar as repercussões das reformas da educação profissional, numa região onde a comunidade reivindica uma educação escolar indígena. A análise dos dados, foi realizada numa perspectiva histórico-crítica, que buscou compreender as diversas fases da reforma do ensino profissional e suas consequências para a região do alto Rio Negro. Dessa forma, a EAF-SGC vem procurando estabelecer um diálogo entre a comunidade escolar e a sociedade civil organizada, como forma de redimensionar suas ações para atender as necessidades da comunidade local que apresenta uma grande diversidade étnicocultural. No entanto, são muitas as demandas apresentadas pelas comunidades indígenas à instituição, no entanto, falta material humano e recurso financeiro para atendê-las. Nesse sentido, reafirma-se a necessidade da instituição ter um tratamento diferenciado que passa, principalmente, pelo processo de seleção de seu corpo docente e por recursos financeiros que permitam á chegada de suas ações educativas as comunidades indígenas.

Made available in DSpace on 2016-04-27T14:30:33Z (GMT). No. of bitstreams: 1 Marines Viana de Souza.pdf: 8783832 bytes, checksum: 45019db2d24aa9c4afb8e196b913c109 (MD5) Previous issue date: 2010-10-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The cultural diversity in the Brazilian society has been an object of study over the last decades. In great part, it has put in evidence that the ideological construction of a harmonious multicultural scenario, from the point of view of the convenience between the different ethnic color racial groups is still considered a myth in the current days; considering that the same rights have not been given for these groups, and neither they have reached the same social, political, economical levels, nor their culture are equally acknowledged. The evidence of our cultural diversity has not blocked the spread of hegemonic cultural and artistic patterns, which reflected in the educational system and in the school curricula, and it has benefited that the Eurocentric vision of culture became a cultural reference in the curricular projects, in the detriment of a significant valorization and visibility of other cultural frameworks that forms our society, as the Indian and African ones. The inclusion of Afrobrazilian, African, and Indian history and culture teaching in the Brazilian Scholar Curriculum, determined by the Laws 10.639/03 and 11.645/08, has altered the Lei de Diretrizes e Bases da Educação Nacional number 9394/96. It represents, from the educational legislation point of view, the possibility to break with the exclusivity of the hegemonic canons of European culture that has, historically, pervading our school curriculum. The proposal for the teaching of these cultures according to these laws happens through thematics that should be approached in all school curriculum environments, do not characterizing into specific subjects. The present study is delimited in the Arts area and it proposes to investigate how the process of inclusion of cultural themes of African and Indian frameworks in the area of Arts teaching in public schools located in the East Zone in São Paulo has been developed. The participants of this research are the Arts teachers and the object of this study are the pedagogical practice developed and visualized in these professionals narratives, that reveal their knowledge and duties, their difficulties and possibilities, analyzed within a methodological approach of qualitative type, through the technique of content analyses. The theoretical contributions are placed in the confluence of three conceptual fields: Curriculum, Cultural Diversity, and Arts. It has been adopted authors referentials that approach the curriculum in a critical perspective, the cultural diversity from the optic of multicultural studies and the human rights, about Arts, approaching the relationship with teaching in schools / A diversidade cultural presente na sociedade brasileira tem sido, ao longo das últimas décadas, objeto de vários estudos. Em grande parte tem colocado em evidência que a construção ideológica de um cenário multicultural harmonioso, do ponto de vista da convivência entre os diferentes grupos étnico-raciais é até hoje um mito, considerando que estes grupos não têm usufruído os mesmos direitos e nem alcançado os mesmos patamares sociais, políticos, econômicos, tampouco suas culturas são igualmente reconhecidas. A evidência da nossa diversidade cultural não impediu a veiculação de padrões culturais e artísticos hegemônicos, com reflexo no sistema educacional e nos currículos escolares, e isto favoreceu a que a visão eurocêntrica de cultura se tornasse a referência cultural nos projetos curriculares, em detrimento da valorização e visibilidade significativa das outras matrizes culturais formadoras de nossa sociedade, como a indígena e a africana. A inclusão do ensino da história e cultura afro-brasileira, africanas e indígenas no currículo escolar brasileiro, determinada pelas leis 10.639/03 e 11.645/08, alterou a Lei de Diretrizes e Bases da Educação Nacional nº 9394/96. Isto representa, do ponto de vista de nossa legislação educacional, a possibilidade de rompimento com a exclusividade dos cânones hegemônicos da cultura europeia, que têm, historicamente, permeado o currículo de nossas escolas. A proposta para o ensino dessas culturas pelas citadas leis se dá através de temáticas, que devem ser abordadas no âmbito de todo o currículo escolar, não se caracterizando em disciplinas específicas. A presente pesquisa está delimitada na área de Artes e se propõe a investigar como tem sido o processo de inclusão das temáticas culturais de matrizes africanas e indígenas no campo do ensino de arte em escolas públicas situadas na zona leste da cidade de São Paulo. São sujeitos dessa pesquisa os professores de Artes e o objeto de estudo são as práticas pedagógicas desenvolvidas e visibilizadas nas narrativas desses profissionais, que revelam seus saberes e fazeres, suas dificuldades e possibilidades, analisadas dentro de uma abordagem metodológica de cunho qualitativo, através da técnica da análise de conteúdo. Os aportes teóricos situam-se na confluência de três campos conceituais: Currículo, Diversidade Cultural e Arte. Foram adotados os referenciais de autores que abordam o currículo na perspectiva crítica, a diversidade cultural sob a ótica dos estudos multiculturais e dos direitos humanos, sobre a arte, abordando a sua relação com o ensino nas escolas

[pt] O objetivo da pesquisa realizada foi conhecer e analisar a compreensão pessoal da trajetória universitária de ex-alunos autodeclarados negros que acessaram vagas universitárias na UERJ na condição de alunos beneficiados pelas ações afirmativas, modalidade cotas, e que chegaram à formatura. Optando por uma abordagem do tipo qualitativa, foram realizadas 16 entrevistas individuais semi-estruturadas a graduados nos seguintes cursos: Direito, Pedagogia, Serviço Social, Odontologia, Ciências Sociais, Ciências Biológicas, História, Letras, Psicologia e Matemática. Articulou um estudo de caráter reflexivo-analítico da literatura pertinente: às políticas de ação afirmativa e seu debate teórico, inseridas num contexto de políticas de o reconhecimento cultural protagonizadas pelos movimentos negros à constituição da experiência de ação afirmativa (Fraser, 2007, 2001; Frankenberger, 1993, 2004); ao atual estágio das políticas de ação afirmativa no Brasil (Guimarães, 2002, 2011; Gomes, 2003); à temática da desigualdade racial existente no país, evidenciada especialmente pela pouca presença de negros no ensino superior (Munanga, 1986, 2010; Carvalho, 2002, 2005); à presença de sujeitos pobres e negros no ensino superior, especialmente os que tiveram acesso à universidade através de ações afirmativas e os caminhos que traçaram até suas formaturas (Teixeira, 2003; Zago, 2006) e, simultaneamente, a realização de uma pesquisa de campo (Candau, 2005, 2003; Valentim, 2005; Lopes & Braga, 2007). Com Goffman (2008), percebeu-se que os alunos cotistas não são reconhecidos como pertencentes à categoria social alunos universitários normais, suas identidades são estragadas e diminuídas, sendo desacreditados ao longo de todo caminho universitário, padecendo de um estigma. Faltaria a eles o atributo indispensável à identidade de aluno normal: o mérito, pensado como uma categoria neutra, objetiva, universal ou natural, destituído dos jogos de poder e das disputas sociais. Aqueles que podem ocultar essa marca são os desacreditáveis. Entretanto, a condição de cotista pode vir à luz, situação que altera a posição de desacreditável para desacreditado. Aqueles que não podem ou não querem ocultar a marca de cotistas são os desacreditados. Os negros cotistas são por excelência os desacreditados. O racismo institucional vigente na universidade responde pela associação aluno negro igual a aluno cotista, de tal forma que, após o implemento da ação afirmativa, que alcança diferentes sujeitos, os alunos negros têm sido imediatamente identificados como alunos cotistas, o que não ocorre com os alunos brancos, que não padecem imediatamente, das conseqüências desse estigma. Devido à natureza flexível e ambígua dos esquemas classificatórios baseados na cor e na mestiçagem que operam na sociedade brasileira, os alunos que têm menores marcas que denunciem sua pertença racial de matriz africana podem gozar do benefício da dúvida deslizando da condição de desacreditado para a de desacreditável. O estudo afirma que os sujeitos pesquisados vivenciaram a experiência universitária tendo enfrentado vicissitudes materiais e simbólicas oriundas das desigualdades socioeconômicas e raciais somadas ao estigma de cotista. Alcançaram suas formaturas com o apoio institucional da universidade através das bolsas a que fizeram jus e de duas importantes estratégias: a condição de estudante trabalhador e o pertencimento a diferentes redes de solidariedade. / [en] The objective of this research was to understand and analyze the personal comprehension of the trajectory of university students who have accessed places in UERJ benefited from affirmative action, type quotas, and that get graduated. By choosing a qualitative approach, were applied 16 individual semi-structured interviews in the following graduate courses: Law, Education, Social Services, Dentistry, Social Sciences, Sciences, History, Literature, Psychology and Mathematics. It articulated a study of the reflexive-analytical literature: the affirmative action policies and their theoretical debate, set against a background of cultural recognition of the main characters of the movements of the formation of black experience of affirmative action (Fraser, 2007, 2001; Frankenberger , 1993, 2004), the current state of affirmative action policies in Brazil (Guimarães, 2002, 2011; Gomes, 2003), the issue of racial inequality in the country, evidenced especially by the low presence of blacks in higher education (Munanga, 1986 , 2010; Carvalho, 2002, 2005), the presence of poor and black subjects in higher education, especially those who had accessed the university through affirmative action and the ways that drew up their graduations (Teixeira, 2003; Zago, 2006) and simultaneously conducting a field survey (Candau, 2005, 2003, Valentine, 2005, Lopes & Braga, 2007). As Goffman (2008), it was noted that the quota students are not recognized as belonging to the same social category as the normal students, their identities are spoiled and diminished, being discredited along the way at the college, suffering from a stigma. The attribute that they would miss, essential to common student identity: the merit, thought of as a neutral category, objective, universal or natural, devoid of power games and social disputes. Those who can hide this brand are discreditable. However, the condition of quota holder may come to light, a situation that changes the position of discreditable to discredited. Those who can not or do not want to hide the mark of quota holders are discredited. Blacks are discredited. The existing institutional racism in the university student association is responsible for black students equal to quota holder, so that after the implement affirmative action, which reaches different subjects, black students have been immediately identified as quota students, which does not occur with white students, who do not suffer immediately, the consequences of this stigma. Due to the flexible and ambiguous nature of classificatory schemes based on color mixing and operating in the Brazilian society, students who have smaller brands who report their racial belonging of African can enjoy the benefit of the doubt by sliding the discredited condition for of discreditable. The study asserts that the study subjects faced the college experience with material and symbolic coming of socioeconomic and racial inequalities added to the stigma of shareholder. They reached their graduation with institutional support from the university through grants to that they did justice and with two major strategies: the condition of student workers and belonging to different networks of solidarity.

A pesquisa tem como objetivo compreender a relação entre cultura e direitos humanos estabelecida na produção normativa relativa ao Sistema Nacional de Cultura (SNC), de modo específico entre as 52ª e 54ª legislaturas do Congresso Nacional, bem como entender os impactos dessa produção na concretização dos direitos culturais por meio das políticas públicas de cultura. Desse modo, foi realizado um levantamento das propostas legislativas aprovadas ou ainda em tramitação que tratam da institucionalização e regulamentação do Sistema Nacional de Cultura e de seus componentes principais. A análise desses marcos legais é guiada pela concepção de cultura adotada nos mesmos e pelo tratamento que dão aos direitos culturais, em especial à promoção da diversidade cultural. O sentido abrangente de cultura adotado na legislação do Sistema Nacional de Cultura é analisado de maneira relacional ao conceito proposto por Raymond Williams no âmbito dos Estudos Culturais. Com efeito, as duas perspectivas buscam construir uma ampliação democrática no conceito de cultura para reconhecê-la como direito de todos. A ampliação do conceito de cultura operada pela legislação do Sistema Nacional de Cultura potencialmente oferece mais condições para a promoção da diversidade cultural e dos direitos cultuais como um todo. / This research aims at comprehending the relation between culture and human rights established by the regulatory production of the National Culture System (CNS), specifically between the 52rd and 54rh legislatures in the Brazilian National Congress, as well as understanding the impacts of this production in the achievement of cultural rights through public cultural policies. Thus, we conducted a gathering of legislative proposals which have been approved or are still in progress referring to the institutionalization and regulation of the National Culture System and its main components. The analysis of these legal frameworks was guided by the concept of culture adopted in the System and the treatment of cultural rights, particularly for promotion of cultural diversity. The comprehensive sense of culture adopted in the National Culture System legislation is analyzed by establishing relations with the concept proposed by Raymond Williams in Cultural Studies. Both perspectives aim at democratically expanding the concept of culture in order to recognize it as a right for all. The expansion of the concept of culture operated by the National Culture System legislation adds more potential to the promotion of cultural diversity and cultural rights as a whole.

I Sverige kommunicerar de välkända hotellgrupperna att de uppskattar medarbetare med olika kulturella bakgrunder. Forskning i Sverige inom kulturell mångfald är begränsad. Kulturell mångfald innefattar religion, etnicitet, kultur och språk. Studien undersöker vad hotellgrupper värderar kring kulturell mångfald. Genom användning av en mångfaldsmodell bestående av fem perspektiv har studien beskrivit hotellgruppers bakomliggande motivationer kring värderingar om kulturell mångfald. Studien är en en dokumentstudie och har utgått från en kvalitativ forskningsmetod. Med hjälp av olika subkategorier och perspektiv från teorin har studien undersökt organisationers kommunikation via deras webbplatser. Resultatet av studien visar att det finns skillnader i vad hotellgrupper kommunicerar inom kulturell mångfald. Med hjälp av de fem mångfaldsperspektiven går det att härleda mönster utifrån organisationers värderingar genom deras kommunikation. Studien visar att olika hotellgrupper värderar kulturell mångfald på olika sätt, vissa mer än andra. Flera hotellgrupper strävar efter att skapa personalgrupper som speglar samhällets invånare och kan därmed nå ut till en större kundgrupp. Resultatet visar också att samtliga hotellgrupper som ingått i undersökningen har som målsättning att skapa kompetenta och presterande medarbetare. / In Sweden, the well-known hotel groups communicate that they appreciate employees with different cultural backgrounds. Research in Sweden within cultural diversity is limited. Cultural diversity includes religion, ethnicity, culture and language. The study examines what hotel groups value about cultural diversity. Using a diversity model consisting of five perspectives, the study has described hotel groups' underlying motivations regarding values about cultural diversity. The study is a document study and has been based on a qualitative research method. With the help of different subcategories and perspectives from the theory, the study has examined the organizations' communication via their websites. The results of the study show that there are differences in what hotel groups communicate in cultural diversity. Using the five diversity perspectives, it is possible to derive patterns from organizations' values through their communication. The study shows that different hotel groups value cultural diversity in different ways, some more than others. Several hotel groups strive to create staff groups that reflect the inhabitants of the community and can thus reach out to a larger customer group. The result also shows that all hotel groups included in the survey have the goal of creating competent and performing employees.

The growing number of minority populations living in the United States makes it mandatory that all health care organizations seek to be culturally sensitive. There is no consensus on the definition of the term cultural sensitivity. The goal of this thesis is to define what cultural sensitivity means in a rural health center, from the perspective of the staff as well as the Hispanic patient. Anthropological methods, such as participant observation, semi-structured interviews, and archival data analysis, show that the qualities that Hispanic patients value in a clinic are 1) attention, 2) availability of Spanish language, 3) financial assistance, 4) solution to their health problems, 5) presence of Hispanics around the clinic, and 6) clinic services. Furthermore, 90% of staff responses indicate acceptance and respect of patients health beliefs and practices. Results demonstrate that while the clinic is culturally sensitive, there are a few recommendations that would improve the quality of care that Hispanics receive. Based on the results of the data collection, a practical model for other rural health centers to build upon a culturally sensitive health care system is developed.

<p>During the past decade, research on competence development and cross-cultural organisation has been acknowledged both in academic circles and by industrial organisations. Cross-cultural organisations that have emerged through globalisation are a manifestation of the growing economic interdependence among countries. In cross-cultural organisations, competence development has become an essential strategic tool for taking advantage of the synergy effects of globalisation. The objective of this thesis is to examine how competence development programs are conducted and to identify barriers and enablers for the success of such programs, especially in a cross-cultural organisation.</p><p>To identify the processes involved in managing competence development programs in a cross-cultural organisation, a case study method was chosen. A total of 43 interviews and 33 surveys were held with participants, facilitators and managers in competence development programs at four units of IKEA Trading Southeast Asia located in Thailand, Vietnam, Malaysia and Indonesia, respectively. In addition to the observations made on these four competence development programs, a study of the literature in related research areas was conducted. The interviews were held and the survey data collected in 2003 and 2004.</p><p>In the findings, the barriers identified were cultural differences, assumptions, language, and mistrust; the enablers were cultural diversity, motivation, management commitment, and communication. The conclusions are that competence development is a strategic tool for cross-cultural organisations and that it is extremely important to identify barriers to, and enablers of, successful competence development, and to eliminate the barriers and support the enablers right from the early stages of competence development programs.</p> / Report Code: LIU-TEK-LIC-2006:44