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Conflict as an entry point for understanding the mainland Chinese and the biblical worldviewsSiemens, A. Kathleen. January 1998 (has links)
Thesis (M.C.S.)--Regent College, Vancouver, BC, 1998. / Abstract. Includes bibliographical references (leaves 143-149).
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An exploration of the impact of an online MBA course on intercultural sensitivity developmentWarell, Suzanne Scaffidi. January 2009 (has links)
Thesis (Ph.D.)--Marquette University, 2009. / Available for download on December 08, 2011. Heidi Schweizer, William Pink, Cheryl Maranto, Advisors.
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The dynamics of difference : oppression, cross-cultural liberation and the problems of imperialism and paternalism /Oelofsen, Marianna Christina. January 1900 (has links)
Thesis (M.A. (Philosophy))--Rhodes University, 2006. / A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in the Deaprtment of Philosophy.
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Effect of study abroad on intercultural sensitivityPatterson, Paula K., January 2006 (has links)
Thesis (Ed. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.
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The effects of cultural switchover on the personality development of children of American missionariesBrown, Grant. January 1984 (has links)
Research project (M.A.B.S.)--Dallas Theological Seminary, 1984. / Includes bibliographical references (leaves 56-60).
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The dynamics of difference: oppression, cross-cultural liberation and the problems of imperialism and paternalismOelofsen, Marianna Christina January 2006 (has links)
This dissertation defends an account of oppression and supports a specific means of engaging with oppression cross-culturally. The project examines whether it is defensible to interfere in other cultures at all. Both the cultural relativist and the neo-imperialist approaches are argued to be an inadequate response to the question of whether it is defensible to interfere in other cultures, as both these approaches neglect the autonomy of the agents concerned. This project has two related goals. It first advances an answer to the question ‘what is oppression?’ An account of oppression is developed which will enable oppression to be identified cross-culturally. In order to start constructing an approach which will be adequate to respond to the question of interference, it is necessary to consider a means of identifying oppression crossculturally. The second objective is to examine the possibility of non-imperialistic and nonpaternalistic cross-cultural liberation projects. The first aim (advancing an account of oppression), is executed through arguing for an ethical framework which will be helpful in this context, and arguing for an account of oppression derived from this framework. The second aim (examining the possibility of non-imperialistic and non-paternalistic liberation), is carried out in two parts. The first part responds to two standard objections from cultural relativism, which would accuse a universal account such as mine of imperialism and paternalism. The first objection claims that a universalist account neglects historical and cultural difference, while the second objection claims that it neglects autonomy. In responding to these objections, it is noted that while my responses prove, theoretically, that a universal account of oppression need not lead to imperialism or paternalism, there is a danger that the account could become imperialistic and paternalistic in its application. With the intention of dealing with this problem, I advance a methodology of cross-cultural understanding which would reduce the likelihood of imperialism and paternalism in liberation projects. This notion of cross-cultural understanding is the most important contribution of this project. The objective is not to give practical judgments on when a specific liberation project is in fact paternalistic or imperialistic, but rather to propose guidelines which would need to be applied to each particular instance.
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Unveiling agency : feminism and multiculturalism in the "Affaire du Foulard"Bassel, Leah. January 1999 (has links)
No description available.
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Beyond inclusion : transforming the educational governance relationship between First Nations and school districts in British Columbia /Robbie, Byron. January 2005 (has links)
Thesis (Ed.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.
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Beyond inclusion : transforming the educational governance relationship between First Nations and school districts in British Columbia /Robbie, Byron. January 2005 (has links)
Thesis (Ed.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.
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An intervention programme for improving inter-cultural relatioships among grade seven pupilsGovender, Gonasagri 11 1900 (has links)
The aims of this research are to develop an intervention programme to facilitate improved crosscultural
peer interactional patterns and implement it. An initial investigation was launched to
determine the extent of dysfunctional relationships between pupils in a desegregated school.
Available literature was consulted to obtain information about cognitive, affective, physical and
social development of adolescents and fundamental aspects of peer group relationships and their
relevance in improving cross-cultural relationships. The data were collated and the principles
extracted formed the basis of the designed intervention model and the activities and goals
incorporated in it. The model consisted o~ eight interpersonal problem-solving group sessions,
centred on developmental levels to be addressed by activities designed around a theme directed
to achievement of goals (adequate cross-cultural communication, development of trust,
increased sensitivity) which support the primary aim of improved cross-cultural relationships.
A qualitative research study, namely action research was undertaken and the intervention
programme was implemented. The participants in the programme comprised eight carefully
selected grade seven pupils. This researcher (facilitator) adopted the role of participant observer
and recorded her observations concerning the interactions within the group and between herself
and the group. The group sessions were videotaped and analysed by the researcher as well as
by an outside expert. The group sessions were analysed according to the aspects of positive
relationships and the expected outcomes.
Guba's model was used to confirm the trustworthiness of the research. The continued
effectiveness of the programme was evaluated six months later from answers to a questionnaire
obtained from former group members. The group members could relate to people of other
cultures better than before. This contributes to an acceptance of and respect for cultural diversity
in macro-society. / Psychology of Education / D. Ed. (Psychology of Education)
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