Experiments were carried out in fall and winter, 1990 and spring and summer, 1991 , to determine growth and mortality of juvenile Pacific oysters {Crassostrea gigas) in effluent from cultured coho salmon {Oncorhynchus kisutch) , and effluent from salmon in which the red macroalga Palmaria mollis was cultured. Ambient sea water from Yaquina Bay was used as a control. Juvenile Manila clams {Tapes japonica) were also tested in summer, to compare the growth response of clams with that of Pacific oysters. Measured growth parameters included: increase in mean individual live weight, specific growth rate (% increase of mean live weight per day) and mean individual organic (ash-free) weight. Temperature, chlorophyll a, phaeopigment, carbon and nitrogen concentrations and C/N ratio for all treatments were also recorded during spring and summer, 1991. The oysters grew significantly faster in effluent from salmon and salmon conditioned by macroalgae than in the control during the Fall Experiment (September 7- 0ctober 31, 1990). Mean water temperature was 13-16°C. Growth rates were significantly greater in oysters cultured in salmon effluent than in the control during the Winter Experiment (December 7, 1990-February 15, 1991). However, growth was very poor due to low water temperatures (7-10°C). Growth of oysters was significantly greater in the control than in effluent from salmon and salmon conditioned by macrolagae in the Spring Experiment (March 7-May 24, 1991). Mean water temperature was 12°C. In the Summer Experiments, (June 3-July 4 and July 19-August 17, 1991) growth of oysters was more rapid in treatments with macroalgae as compared to treatments without macroalgae Comparative experiments with juvenile Manila clams gave similar results. Percentage mortality for both oysters and clams ranged from 0 to 5% and was highest during winter and lowest during summer. Mean chlorophyll values ranged from 1 μg/1 in spring, 1991 to 11 μg/1 summer, 1991. / Graduation date: 1992

The environment changes quickly in these years. No matter the changes of the outside environment or of the business, it will impact the businesses, and the organizational culture will have some dynamic phenomenon. In this thesis, four companies, which were impacted by some important events, are my study samples. In order to understand the cultures of the companies, the forming processes and the dynamic relations during each culture levels. I use Schein¡¦s model of organizational culture to interpret the four cases, and use Hatch¡¦s culture dynamics model to analyze. The results conclude six reasons that cause the change of organizational cultures: a weak culture, small size, serious threatens, the transfer of leaders, the transitions, and in order to consolidate original culture. Besides, there are some relations between the Schein¡¦s model of organizational culture and Hatch¡¦s culture dynamics model. The thesis bring out four propositions: 1. When the company was merged, its culture will be impacted by the strong culture of the merger. The merger will make use of the changes of artifact level as its tool to build or change the values and the assumptions of the company be merged. 2. After the equal merge of two companies, it will be in motion with the assumptions, and values of strong culture. At the same time, the strong culture will develop new artifacts to help weak culture to recognize the strong side. 3. To confront the new law opposite to original culture, if every member of the organization recognize and assist the culture, and through consolidating by the effectual members, the company still has the opportunity to resist the change. 4. When the organizational culture was impacted, some transitional artifacts will appear in initial stage, but they can¡¦t affect the values and assumptions. They will disappear after the transitions.

Thesis (M.A.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 66-75).

The relationship between language and culture has long been acknowledged, defined and discussed in the literature on foreign language learning and teaching (Kramsch, 1997; Krasner, 1999; Omaggio, 2001), though the integration of culture into foreign language learning has been inconsistent. Linguistic competence alone is not enough for learners to be competent in that language, and language learners need to be aware of the culturally appropriate ways to address people, express gratitude, make requests, and agree or disagree with someone. Language must be used with other culturally appropriate behavior to be successful. Despite the critical relationship between language and culture in effective foreign language instruction, postsecondary foreign language education lacks benchmarks, best practices or empirical standards for cultural integration. This forces college instructors of foreign language without guidance about how and when to integrate culture into their instruction. This descriptive case study examines the ways in which culture is integrated into a Basic Russian language university course. Through direct classroom observation, interviews with the instructor and a review of the textbook, the researcher examined the integration of big “C” culture and little “c” culture into foreign language instruction. The observations affirmed the general assertion that cultural infusion in college-level language instruction is limited and often delivered only as incidental additions to grammar and mechanics. Further, it was noted that instructors lack guidance about how to effectively integrate culture into their teaching, and this was further affirmed through a review of the class textbook. The study concludes with recommendations for further study into effective practices for cultural infusion into foreign language instruction and recommendations for improving foreign language teaching through the integration of culture. / text

The discussion about high culture and popular culture in our society has been going on for decades. In few places is it as loud as within culture journalism and the critics’ society, where the question of what is good taste and what is dumb entertainment constantly gets brought to the surface. Film is a particularly vulnerable area, since it is such a universally appealing and rather young medium. In America and England several studies have been performed of the reviewing society and reveiwers’ use of high and low art-discourse in their writing. The Swedish market is sorely lacking in this area.   This study is an attempt to shed some light on the way Swedish culture journalism works, with the focus being Swedish film reviews. The goal is to explore the use of high culture and popular culture discourse within Swedish reviews by examining the movie reviews published in the two large Swedish newspapers Dagens Nyheter and Aftonbladet in 2013. The reviews were studied using a number of variables, some of which represented the high culture discourse, and some of which represented the popular culture discourse. The study showed that the reviewers of these newspapers tended to use both high art discourse and popular culture discourse within their reviews to almost the same extent. The news papers were also very similar in the way they used the variables for high culture and popular culture discourse.

Issues of culture and worldview and their impact on students' learning of science have become increasingly important to science teachers. This study details work that I carried out in the period 1995-1999 which examined the effect of culture on students' conceptualisations of nature. It is framed as the creation of my own 'living educational theory' as I, a teacher-researcher, dealt with what I perceived were the cultural inequities experienced by students in my classroom. I carried out my first study with a group of seven rural high school students in the Far North of Queensland in Australia, where I was teaching in 1995. Later, in two visits to China, I was able to carry out the same sort of research with a group of seven Chinese college students in Jinan, Shandong Province, PRC, largely using the Chinese language. I used a naturalistic inquiry approach and a semi-structured interview technique to determine students' conceptualisations of nature. I have chosen to embed the results of these two studies within narratives that describe my experiences in the two cultures as I carried out my research. For each culture, I have also developed an epic description of the role of science from the literature and history of that culture. From my three sources of data, interview, narrative and historical description, I have made knowledge claims about the students' beliefs about the natural world.My research findings are ironic to me since they are diametrically opposite to what I had expected. Initially I had believed that Mainland Chinese students would possess a world view full of alternative perspectives to that of Western school science. My research indicates however that students in rural Mainland China hold a traditional and integrated modem Western scientific world view. Although some researchers in other South-East Asian communities propose alternative frameworks for ++ / the teaching of science, frameworks that are actually 'pre-modern' these do not appear to be appropriate for Mainland Chinese students. I had expected that the Australian students would bring a modern Western scientific world view to the science classroom. However, the group of rural Western students that I interviewed displayed a world view that is not recognisable as that of modern Western science. Postmodernism and other cultural and social effects appear to have influenced them to such an extent that some have clearly not 'crossed the border' to a modern Western scientific world view. This thesis reflects my desire to overcome the perceived problem of inequity in my own teaching. The knowledge claims made here give some indication as to how I may improve my own practice. A return to the classroom will allow me to continue the cycle of action and reflection by which I can validate, develop and refine my living educational theory.

Thesis (Ph. D.)--Carleton University, 2002. / Includes bibliographical references (p. 487-522). Also available in electronic format on the Internet.

Thesis (Ph.D.)--University of Texas at Dallas, 2008. / Includes vita. Includes bibliographical references (leaves 298-330)

The topic corporate culture in the context of international company is the main subject of this thesis. The theoretical part introduces and describes the concept of culture and national culture, together with the cultural standards and dimensions. The study also defines organizational culture and its elements, strong organizational culture and subculture. Finally, I analyze the impact of the national specifics of the formation of the corporate culture. To demonstrate the theoretical bases in practice I have chosen the company Mars Czech Republic.

Main subject of this Master's Thesis is organizational culture. Work defines main terms: definitions, components, structure, influences, function, typologies and methods of organizational culture content. Written inquiry and documents content analysis were used to determine the present state of organization culture in XYZ, a.s. company. The target was to design necessary steps which should provide areas of organizational culture.