This study explored the use of child-centered play therapy (CCPT) as a culturally responsive intervention and a prevention treatment method for the psychosocial well-being of Japanese children in the United States. In light of the demand for the evidence-based therapeutic treatment for children as well as the need to conduct multicultural research without ignoring within-group differences, this study was composed of two research methodologies; quantitative research design and individual analysis. Single-group repeated measures ANOVA was utilized for the group analysis and linear regression was employed for individual analysis in addition to qualitative data obtained through parent feedback and the researcher's observation of play therapy sessions. The participating children received a total of eight CCPT sessions. The impact of CCPT was measured by a decrease in a child's behavioral problems perceived by a parent measured by scores of the Internalizing Problems, Externalizing Problems and Total Problems on the Child Behavioral Checklist and a reduction of parent-child relationship stress manifested in the Child Domain, Parent Domain and Total Stress Score of the Parenting Stress Index. Data from a total of the four assessment points; the baseline, pretest, second assessment, and third assessment, was gathered for use in the analysis. A total of 16 children were recruited from the Japanese School of Dallas for participation in this study. However, some children did not complete the entire set of 8 play therapy sessions, and as a consequence, neither were all assessments completed by their parents. Therefore, data from 10 children, age ranging from 4 to 9, were utilized for the statistical analysis. The results of the analysis did not reveal any statistical significance. However, large and medium effect sizes were obtained on all the six aforementioned subscales during the treatment period. Individual analysis provided further information on possible environmental, developmental, and cultural factors that are considered influential issues on the change of individual scores.

Background and Aim Cultural Intelligence (CQ) is becoming one of the essential competencies for the modern manager who regularly functions in a multi-cultural environment. CQ in essence refers us to the concept of developing those skills, be it through self-development, knowledge gathering or experience, which allows managers to effectively develop strategies to deal with new environments and multi-cultural settings as well as work groups (Earley & Ng, 2006). The concept of CQ can also be divided into 4 specific dimensions identified by Earley and Ang (2003) as a Meta-Cognitive dimension, a Cognitive dimension, a Motivational dimension and a Behavioural dimension. Specifically when one looks at motivational cultural intelligence one can define it as the extent of an individual’s interest and drive to adapt to new cultural situations (Templer, Tay & Chandrasekar, 2006). This study aims to investigate the concept of motivational cultural intelligence in relation to managerial motivation to engage in multi-cultural situations, and specifically focuses on the South African manager. Method A cross-sectional survey research design was used in this study. The Managerial Cultural Intelligence measure developed (Du Plessis, O’Neil & Vermeulen, 2007) was administered amongst a purposive convenience sample of managers in various industries (N = 550). Results There was no statistically significant result between motivation and managerial engagement, however it was found that the middle management and supervisory level had: The highest overall level of motivation in terms of engaging in multi-cultural activities. The highest level of motivation to change their view points when gaining new information about other cultures. There was, however, not a very high level of motivation to plan in advance for multi-cultural engagements. Those on a senior managerial level on the other hand showed: The highest level of motivation in terms of learning more about people from other cultures. The highest level of motivation to learn more about how to deal with people from other cultures. The lowest level of motivation to change their views of other cultures when gaining new information about other cultures. They also showed the lowest level of motivation in terms of preparing in advance for multi-cultural engagements. Based on an ANOVA analysis of the data it was found that: There was no statistically significant result between the overall motivational levels of the managers and their willingness to engage in multi-cultural environment. There was, however, a statistically significant result in terms of managerial motivation to learn more about other cultures in their work groups. Practical Relevance It was clear from the literature review that there is little information available about managerial CQ and motivation to engage in multi-cultural settings, such as those within the South African environment. It was therefore deemed important to investigate this construct and especially the dimension of motivation in order to better understand the role it plays in the South African managerial environment. With a better understanding of how it impacts South African managers, future researchers can look at identifying the other drivers of multi-cultural engagement, as well as developing training and development programs that will be better suited to the South African manager in terms of developing CQ. Lastly this was also seen as an important study in order to advance and fill the gap in South African literature within this specific field. / Dissertation (MCom)--University of Pretoria, 2012. / Human Resource Management / MCom / Unrestricted

Thesis (M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2022

As cultural diversity continues to increase in U.S. urban centers, and indeed throughout the country, it becomes increasingly important to promote interaction between people of different backgrounds. Many forms of interaction, from simply seeing, to intimate conversation can increase our familiarity and acceptance of cultural differences. In addition, a greater understanding of these differences can lead to communities with a strong sense of togetherness and a vibrancy of local place. As a means of achieving this outcome, this thesis identifies ways in which urban park spaces can promote social interaction between different cultural groups and how these methods can then be used to develop a community gathering place that is welcoming to all. This thesis has developed a unique Social Space Organizational Model based on literature review findings relative to multi-cultural urban park and social space development. The model serves as a foundational framework for the creation of a collection of social spaces that function to accommodate the diverse ways in which different cultural groups use urban park spaces, as well as to provide opportunities for shared experiences that encourage community gathering and interaction between groups. Additionally, the model suggests an interconnectivity of various park spaces that promote a unified social experience throughout the park. Case studies of urban parks designed for use as social gathering places were analyzed against the model. Literature review findings on character qualities associated with social spaces as valued by multiple cultural groups were also explored in the case studies to identify design elements that encourage social interaction and foster positive experiences. Ultimately, these findings led to the creation of a neighborhood social gathering place that is welcoming to many different cultural groups and encouraging of community gathering and togetherness. The design engages multiple community groups by creating a park that is accomodative to a range of needs and uses as valued by different groups. Additionally, the design incorporates a diverse range of social opportunities and experiences that maintain flexibility in their ability to provide for individual as well as community based social experiences. / Master of Landscape Architecture / As cultural diversity continues to increase in U.S. urban centers, and indeed throughout the country, it becomes increasingly important to promote interaction between people of different backgrounds. Many forms of interaction, from simply seeing, to intimate conversation can increase our familiarity and acceptance of cultural differences. In addition, a greater understanding of these differences can lead to communities with a strong sense of togetherness and a vibrancy of local place. As a means of achieving this outcome, this thesis identifies ways in which urban park spaces can promote social interaction between different cultural groups and how these methods can then be used to develop a community gathering place that is welcoming to all. This thesis has developed a unique Social Space Organizational Model based on literature review findings relative to multi-cultural urban park and social space development. The model serves as a foundational framework for the creation of a collection of social spaces that function to accommodate the diverse ways in which different cultural groups use urban park spaces, as well as to provide opportunities for shared experiences that encourage community gathering and interaction between groups. Additionally, the model suggests an interconnectivity of various park spaces that promote a unified social experience throughout the park. Case studies of urban parks designed for use as social gathering places were analyzed against the model. Literature review findings on character qualities associated with social spaces as valued by multiple cultural groups were also explored in the case studies to identify design elements that encourage social interaction and foster positive experiences. Ultimately, these findings led to the creation of a neighborhood social gathering place that is welcoming to many different cultural groups and encouraging of community gathering and togetherness. The design engages multiple community groups by creating a park that is accomodative to a range of needs and uses as valued by different groups. Additionally, the design incorporates a diverse range of social opportunities and experiences that maintain flexibility in their ability to provide for individual as well as community based social experiences.

This thesis, written in the Spanish language, merges historical documents, literature, and interviews in the form of a creative story that explores the Puerto Rican identity through the lens of one family. Cuca, the main character, is an allegory of the island’s current and historical state of “in-betweenness”. As a former Spanish colony, then U.S. territory, and now a U.S. commonwealth, the island has incorporated elements from each imperial regime, though never fully being a part of any. The story begins in 2008 and centers first on Cuca, and then her granddaughter who struggles to understand her own identity as both an American and a Puerto Rican. The story then goes back in time to 1930, the year in which the Puerto Rican government legalized divorce. After Cuca’s mother divorces her Spanish father, and then marries an American, Cuca comes to have two paternal figures much like Puerto Rican has had: one Spanish and one American. Taking place between 1930 and 1942, the story focuses on the island’s evolving identity between the Great Depression years and the beginning of Operation Bootstrap, the latter which sought to modernize the island and to increase tourism. The thesis raises the complexities of being Puerto Rican, but also more generally the complexities of all those who feel caught between cultures and identities.

Entropy is a process of gradual decline as a system loses the strength to maintain itself. It begins with disorder and results in complete transformation. As a multi-cultural American, it has been my experience that the maintenance of my Iranian heritage parallels this concept. A method of visual communication that incorporates entropy is able to express notions of impermanence, disorder and transformation. This project is focused on employing entropy in the process of design and image making by using the transformation of my cultural identity as primary content.

Language is a personal process, a product of not only our development, but of one’s culture. Yet in the United States, an actor must be able to speak without a detectable dialect to be competitive in the entertainment world. How can voice teachers in a multi-cultural society, train students with more attention to the individuality of the students we educate? In this thesis, I present the information I have found important in my development as a voice teacher that has influenced my approach to training actors to use the Neutral American dialect. I begin by outlining human language acquisition and the behavior of code-switching to establish an understanding of how communication is developed. Next, the journey of voice and dialect training in the United States is traced from the 19th century to the present so that we may understand who shaped our speech standards and the motivations behind their efforts. Lastly, I outline how I incorporated my knowledge of language acquisition and code-switching into the sophomore Voice and Speech For the Actor class I taught at VCU in the Spring of 2013 which introduced students to the International Phonetic Alphabet and the Neutral American Dialect. I hope this information inspires other 21st century educators to embrace an inclusive approach to dialect training in a multi-cultural classroom.

This study uses Processwork as a lens to evaluate the facilitation of social change and related design projects at all levels of scale. Social change processes are deconstructed and explored in terms of awareness of signals, roles, dimensions of rank and power, belief systems, and phenomenological experience within the analytical structure of deep democracy and eldership. Data is collected for the case studies from workshops, interviews with practitioners and participants, relevant texts and field experiences. The Bolivian case studies involved 24 rural indigenous farmers (men of varying ages) and 16 women (aged 16 - 54), all from situations of extreme urban poverty and shows the application of Processwork in empowering participants to facilitate social change. The Zaragoza case study was a part-time multi-module two-year course involving 38 male and female lawyers. They gained the confidence to design, and in some cases implement, a parallel mediation training, based on a whole systems design. The Thai case study consisted of 3 week-long workshops with Buddhist monks and nuns, university professors, community leader, consultants and trainers. The results suggest the emphasis on eldership, group process structure, rank, power, and double signals was extremely useful, even for those already experienced in awareness-based practices. The Ecovillage case study focuses on one female facilitator working in an extremely diverse cultural setting and demonstrates the importance of working with inner diversity and the value of both inner and outer awareness Processwork exercises. In choosing this broad spectrum of applications, the similarities and differences of Processwork in diverse cultural and social contexts is illustrated. The case studies and my experience suggest that Processwork can contribute to a shift in perspective required to build a more sustainable civilization with its capacity to broaden perspective and increase awareness at the worldview level. Processwork facilitates a process of meta-design, that encourages participants to see the larger, complex context of their projects as well as the details and momentary interactions and can be very helpful to all those working with complex systems, including facilitators and designers.

There has been little research combining both groups of students who were English Language Learners (ELLs) and Exceptional Student Education (ESE) students in relation to teacher attitudes and self-efficacy. The purpose of this study was to compare teacher attitudes and self-efficacy related to instructing either ELLs with or without disabilities in elementary schools Teachers from six elementary schools in the XYZ Excellence School District participated in a 52-item comprehensive survey. Two questionnaires and the demographic form were combined to create one comprehensive questionnaire totaling 52 questions for the purposes of this study. Teachers were solicited to participate in the study by email, which generated 92 responses for analysis. The results of this study indicated there were no significant differences between the perceptions of individuals when instructing English Language Learners (ELLs) and Exceptional Student Education (ESE) students. If people feel confident teaching ELLs, they probably feel confident teaching ESE. Equally, if they do not feel confident teaching ESE students, they are more than likely to not feel comfortable teaching ELLs. Thus, there were no significant differences between beliefs and attitudes in both groups. Still, data gathered from the regression analysis demonstrated training in ELL and ESE were strong indicators regardless of which other variables were added to teacher attitudes and self-efficacy when instructing ELLS or students with or without disabilities. The results of this study also indicated teachers felt they needed additional training in special education and communication was the greatest barrier between teacher and students, since many teachers could not speak Spanish and students could not comprehend or speak English very well. The results also indicated some teachers felt resources available to them in teaching a lesson were a positive component for ELLs, with or without disabilities, to be able to grasp content. The findings from this study could serve as positive change for reform of a multi-culturally and diverse climate in public schools. States, school districts, and on-site school administrators could support teachers by creating professional development programs in the learning of learning profiles, preferences, interests, and readiness proficiency levels are essential to multicultural diverse education. The states could also encourage these actions by restructuring certification policies recognizing multicultural diverse education.

<p><strong>Introduction:</strong> In this investigation I have illustrated, teacher treatment in a mono-cultural pre-school class and in a multicultural pre-school.</p><p><strong>Purpose: </strong>The purpose of the study was to illustrate how educators go about it when they face bilingual children to see how they work in a comparative perspective. The purpose was answered, based on four questions relating to how teachers relate to the meeting with bilingual children, the approach teachers use, which operation mode the use, if the take advantage of children's traditions, and if there is any different in the teachers’ treatment of bilingual children in the mono-cultural pre-school class and in the multicultural pre-school.</p><p><strong>Theories: </strong>The theory is linked to the concepts like operation mode, inter-cultural approaches and communications.</p><p><strong>Methodology:</strong> The used methods are qualitative interviews with four pre-school, teachers where an interview guide with formulated questions and observations were used. The purpose of the working methods was to highlight teacher treatment of bilingual children to discover different approaches to meet the bilingual children.</p><p><strong>Conclusion: </strong>The study has shown that the multicultural pre-school working inter-culturally, they are taking advantage of children's home language that is lifted in the nursery and the children's background, while in the mono-cultural pre-school class, they meet bilingual children foremost to develop the Swedish language and they also show interest to the children's traditions. Teachers’ treatment leads to a growing confidence in the children and knowledge for the cultural background.</p>