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Defecation has remained overlooked within anthropology and sociology, despite recent focus on the body. The thesis suggests that this is related to its construction as something hidden in the last few hundred years of modern Western society. It is physically and mentally dismissed as personal and biological rather than social or cultural. The few references that exist enable one to argue that it always has significance as a repetitive daily activity needing careful social management and which is crucial to the definition of personhood. Its praxis reveals much about social values concerning differentiation by age, sex, gender and generation. Freud, Elias, Bakhtin and Douglas have influenced its image but do not adequately explain it. Phenomenological theories of embodiment and ideas of cultural performance are shown to be more useful in demonstrating that defecation is a lived cultural experience. The focus is on contemporary Britain, studied through participant observation and day-to-day participation, using material from conversations, anecdotes, observations, experiences, media reports, novels, and films encountered during the period of research. The main themes that emerge are privacy, hiddenness, embarrassment and concern but also that it is welcomed as physical release, and as offering valued periods of time-out and solitude. It is also a symbol of both all that is low and all that is deep. These contradictions are analysed through the two axes of control/loss of control and release/containment. It is argued against recent medical anthropological and sociological studies of incontinence that it cannot be assumed that the opposite of incontinence is continence and containment. The issue of control is paramount, rather than the issue of containment in itself.

The student demographics in American universities have been changing in recent years and the result is a rapidly increasing enrollment of international students. In particular, the Indian international student population has grown to be the second largest, with over 100,000 students enrolling at post-secondary educational institutions across the nation each year (Institute of International Education, 2010). However, research on the effects of migration on international students is relatively devoid of critical explorations on the resilient responses by Indian international students to the effects of acculturation. This hermeneutic phenomenological study explores the lived experiences of eight Indian international graduate students at a mid-western American university. The participants' descriptions of their psychological, physical and behavioral adjustments in the United States provided rich information. The data was analyzed using the theoretical underpinnings of the research that included Van Manen's (1997) lived existentials, ecological factors of human development (Bronfenbrenner, 1986), and protective and risk factors associated with resilience (Harvey, 2007; Luther, 2006). Several primary and sub-themes emerged from a thick analysis of the data, which proved to shed light on the lived experiences of the participants.<br> Participants in the study typically faced challenges in adjusting to cultural differences, building relationships with domestic students, and adapting to academic expectations. However, protective factors including their positive attitudes and supportive relationships with their families, professors, and other Indian students helped them in responding resiliently to challenges related to cross-cultural transitions. In addition, hypotheses were generated and implications for education, research, and practice of counseling were discussed. / School of Education; / Counselor Education and Supervision (ExCES) / PhD; / Dissertation;

118 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-07T15:33:22Z No. of bitstreams: 1 Dissertacao Silvia Macedo.pdf: 2419162 bytes, checksum: a41b3911079f13d8b162d90bad9d6928 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-20T18:03:10Z (GMT) No. of bitstreams: 1 Dissertacao Silvia Macedo.pdf: 2419162 bytes, checksum: a41b3911079f13d8b162d90bad9d6928 (MD5) / Made available in DSpace on 2013-05-20T18:03:10Z (GMT). No. of bitstreams: 1 Dissertacao Silvia Macedo.pdf: 2419162 bytes, checksum: a41b3911079f13d8b162d90bad9d6928 (MD5) Previous issue date: 2009 / Utilizando como centralidade a narrativa como configuração sócio-cultural, a dissertação em questão, denominada “Educação por outros olhares: aprendizagem e experiência cultural entre os Índios Kiriri do Sertão Baiano”, apresenta interpretações e compreensões sobre como os processos de aprendizagem se configuram a partir da uma experiência cultural. Busca assim, compreender de que forma e em que perspectivas, nos âmbitos das práticas sócio-culturais e predominantemente da cultura oral, se expressam e constituem os mitos, os ritos e a memória social, desenvolvidos e dinamizados nos processos de aprendizagem na cultura indígena Kiriri, tendo como premissa a idéia de que os seres humanos são atores sociais que aprendem mediados pela cultura e, por esse veio, também a configura. Tendo como inspirações teóricas fundantes a antropologia interpretativa de Geertz, a filosofia antropológica de Viveiros de Castro e a teoria cultural da educação de Bruner, o estudo realizado tem a tradição etnográfica como básica na sua orientação metodológica e emerge em meio às investigações que vêm construindo o campo específico da antropologia da educação. Neste caso, a compreensão de como a aprendizagem se realiza pela mediação da cultura, aparece como uma dinâmica de realçada importância no campo antropoeducacional. No desenvolvimento do trabalho em pauta foi possível compreender que entre os índios Kiriri do Sertão Baiano, existem expressivas singularidades sócio-culturais reelaboradas e resignificadas que formam a base do seu ethos grupal, onde se constrói e se realiza a experiência cultural da aprendizagem e os aprendizados que estruturam a sua cultura. Assim, por meio da tradição Kiriri, disseminada pelas narrativas, e demais experiências vivenciadas em grupo, são aprendidas, refletidas, reelaboradas e transmitidas normas sociais, valores e crenças pertinentes ao seu interativo e dinâmico contexto cultural. A experiência em si revela o próprio processo de aprendizagem se realizando. Aprender nesta comunidade indígena está longe de ser um abstracionismo em relação a sua configuração sócio-cultural, ou seja, aprender não significa ter que perder a referência. A partir do seu conjunto de conclusões, a pesquisa aponta para a construção conceitual da etnoaprendizagem, realçada nas conclusões do estudo, pela sua potencialidade na explicitação e formulação da aprendizagem como experiência configurada na cultura. / Salvador

Thematically, this research interrogates prayer for protection. Its title embodies two distinct religious traditions namely the biblical Psalms in the Old Testament and Lozi prayers grounded in a broad African religious cultural experience. The concept of prayer precipitates questions regarding functionality, structural and theological aspects. Further, this investigation problematizes a theoretical trajectory of closeness between biblical and African cultural experience proposed by some scholars. This study makes a contribution towards a comparative approach in Biblical Studies. An integrated hermeneutical reading is applied to Psalms scholarship. The argumentation is based on a construct of cultic, literary, historical contexts and theological analyses of Psalms 28; 64; 77; 91 and 140. A contemporary reading of similar prayer traditions arising from Lozi people is then conducted. From a perspective of both Psalm studies and African religious experience prayer for protection is seen as a petitioner’s response to the Supreme Being during periods of danger and adversarial encounters. Such danger is imminent at the time of prayer. A victim places his/ her confidence in the salvific intervention of God or the gods. Through this standpoint selected psalms are considered not as songs of praise, but rather as prayers of protection from danger and enemy attacks. A parallel is drawn to the Lozi suppliants’ response to various cultural foes like tribal enemies, malicious neighbours and witchcraft. Other situations of danger are identified as mythological and natural calamities such as drought and crop failure. A comparative analysis of concepts like God, enemies, petitioners, elements of prayer, cultic and other related aspects has yielded similarities and differences. The results of this research contribute to a data bank on indigenous Lozi knowledge systems, hermeneutical and dialogical points of departure between the two traditions within the context of Biblical and Religious Studies. / Thesis (PhD)--University of Pretoria, 2008. / Biblical and Religious Studies / unrestricted

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In recent years, a growing body of research has examined the issue of work–life balance (WLB). WLB initiatives have been developed by organisations, not only to aid employees in leading healthier and more satisfying lives, but to attract and retain talent. One area where WLB issues have not been examined in detail is from the perspective of Chinese immigrant women. As one of the largest and growing Asian ethnic groups, the WLB issues faced by Chinese women are especially worthy of being examined and addressed. The primary purpose of this research was to explore the WLB experience of Chinese women in administrative roles at Auckland University of Technology (AUT). It also aims to contribute to the body of knowledge on WLB issues for minority ethnic groups and investigated Chinese women’s coping strategies for integrating work with their non-work roles. An exploratory qualitative case study approach was adopted for this study in order to compare and contrast organisational initiatives and policies for WLB with women’s experiences. A triangulated research design was also employed to glean qualitative data by virtue of multiple methods including archival evidence such as publicly available documentation, secondary research on WLB and AUT’s WLB policies, and semi-structured interviews. This study involved 12 Chinese female administrative staff and three staff members from the Human Resource Department (HRD), the Asian Staff Network (ASN) and the AUT Branch of Tertiary Institutes Allied Staff Association (TIASA). Participants were recruited by utilising sources such as the Asian Staff Network (ASN) and the researcher’s network of contacts within AUT. The findings of the study indicated that Chinese women’s WLB experience and ways of handling work–family conflict (WFC) and family–work conflict (FWC) were affected by their experiences of immigration and cultural backgrounds. In particular, their family situation had a critical influence on the way they organised their households and arranged for childcare or eldercare. Child/elder care responsibilities, personal/family emergencies, and personal/individual sacrifice engendered tensions around their ability to integrate WLB. In addition, work factors such as heavy workloads, meeting deadlines, and working longer hours, and cultural barriers caused emotional stress and physical consequences. While informal support from managers and colleagues and the WLB policies offered by the university helped women address their WLB issues, some policies were underutilised. A variety of coping strategies such as family members, win-lose strategies, time management, building clear boundaries, changing mindsets, and demonstrating commitment were actively adopted by Chinese women as mechanisms to cope with tensions between their work and family lives. The implications of these findings are discussed in light of the theory and practice of WLB.

In recent years, a growing body of research has examined the issue of work–life balance (WLB). WLB initiatives have been developed by organisations, not only to aid employees in leading healthier and more satisfying lives, but to attract and retain talent. One area where WLB issues have not been examined in detail is from the perspective of Chinese immigrant women. As one of the largest and growing Asian ethnic groups, the WLB issues faced by Chinese women are especially worthy of being examined and addressed. The primary purpose of this research was to explore the WLB experience of Chinese women in administrative roles at Auckland University of Technology (AUT). It also aims to contribute to the body of knowledge on WLB issues for minority ethnic groups and investigated Chinese women’s coping strategies for integrating work with their non-work roles. An exploratory qualitative case study approach was adopted for this study in order to compare and contrast organisational initiatives and policies for WLB with women’s experiences. A triangulated research design was also employed to glean qualitative data by virtue of multiple methods including archival evidence such as publicly available documentation, secondary research on WLB and AUT’s WLB policies, and semi-structured interviews. This study involved 12 Chinese female administrative staff and three staff members from the Human Resource Department (HRD), the Asian Staff Network (ASN) and the AUT Branch of Tertiary Institutes Allied Staff Association (TIASA). Participants were recruited by utilising sources such as the Asian Staff Network (ASN) and the researcher’s network of contacts within AUT. The findings of the study indicated that Chinese women’s WLB experience and ways of handling work–family conflict (WFC) and family–work conflict (FWC) were affected by their experiences of immigration and cultural backgrounds. In particular, their family situation had a critical influence on the way they organised their households and arranged for childcare or eldercare. Child/elder care responsibilities, personal/family emergencies, and personal/individual sacrifice engendered tensions around their ability to integrate WLB. In addition, work factors such as heavy workloads, meeting deadlines, and working longer hours, and cultural barriers caused emotional stress and physical consequences. While informal support from managers and colleagues and the WLB policies offered by the university helped women address their WLB issues, some policies were underutilised. A variety of coping strategies such as family members, win-lose strategies, time management, building clear boundaries, changing mindsets, and demonstrating commitment were actively adopted by Chinese women as mechanisms to cope with tensions between their work and family lives. The implications of these findings are discussed in light of the theory and practice of WLB.

Research on international students contributes to our understanding of the internationalization of higher education. This study investigates the adjustment of first-year, full-time, postgraduate, international students at a southwestern UK university through a mixed methods research design. The main focus is on reasons for studying abroad, academic experience, and socio-cultural experience. Twenty-six students participated in the qualitative interviews. 250 students responded to a quantitative questionnaire survey. The results indicate that adjustment is a complex set of experiences and many factors may have an impact on it. The data suggest that value of overseas study, personal or family related factors, lack of opportunities at home, and financial or promotional reasons are main motivators driving students to study abroad. Postgraduate international students tend to pay more attention to academic than socio-cultural adjustment because personal agency and cultural identity operate more explicitly in socio-cultural than academic adjustment. Additionally, the data reveal that both acculturation and hybridization account for the processes that inform students’ socio-cultural adjustment. For theories explaining the findings regarding reasons for studying abroad, the push-pull model appears to be more applicable than the Theory of Planned Behavior, whereas Maslow’s Hierarchy of Needs Theory is found to be less relevant because international postgraduate students tend to have special characteristics, which differ from those of host country students, and their satisfaction perceptions regarding different needs are guided by various cultural factors. This study also suggests that the U-curve hypothesis is not supported by the research data, as methodological issues, different internal and external factors, cultural expectations, individual responses or attitudes, and technological and world development have the potential to impact on adjustment. This research adds to theoretical knowledge associated with the adjustment of international students and, in practical terms, increases our current knowledge regarding student recruitment and international student support services.

En el presente artículo de investigación se planteó evaluar la influencia del diseño de información interactivo en la experiencia cultural de los turistas latinoamericanos entre 24 y 39 años en el distrito de Barranco. La hipótesis planteada fue que el diseño de información interactivo como herramienta contribuye en la experiencia cultural de los visitantes latinoamericanos en la localidad mencionada. La metodología utilizada fue el diseño de investigación de tipo cuasi-experimental. De igual importancia, los instrumentos y técnicas aplicados en el proceso fueron las encuestas y las entrevistas. La encuesta fue dirigida al público objeto de estudio con la finalidad de recabar sobre las necesidades y expectativas. Asimismo, las entrevistas se realizaron a especialistas en el área de diseño de información, turismo y gestión en Barranco. Los principales resultados arrojaron que el turismo cultural debe cumplir con ciertos parámetros como el aprendizaje y el entendimiento. Por ello, la herramienta creada deberá ayudar al turista a comprender este proceso que a su vez se verá reflejada en la experiencia obtenida. Para finalizar, al evaluar el prototipo se concluyó que el diseño de información interactivo como herramienta mejora la experiencia cultural de los turistas latinoamericanos. Asimismo, las características deberán contemplar la calidad de información, la interacción y utilidad como principales aspectos de la herramienta para asegurar su efectividad. / In the present research article, it was proposed to evaluate the influence of interactive information design on the cultural experience of Latin American tourists between 24 and 39 years of age in the Barranco district. The hypothesis proposed was that the design of interactive information as a tool contributes to the cultural experience of Latin American visitors in the mentioned locality. The methodology used was the quasi-experimental research design. Equally important, the instruments and techniques applied in the process were surveys and interviews. The survey was directed to the public object of study in order to gather needs and expectations. Likewise, the interviews were carried out with specialists in the area of ​​information design, tourism and management in Barranco. The main results showed that cultural tourism must meet certain parameters such as learning and understanding. Therefore, the tool created should help tourists understand this process, which in turn will be reflected in the experience obtained. Finally, when evaluating the prototype, it was concluded that the design of interactive information as a tool improves the cultural experience of Latin American tourists. Likewise, the characteristics should consider the quality of information, interaction and utility as the main aspects of the tool to ensure its effectiveness. / Trabajo de investigación