This study investigates health care providers’ perceptions and practice in culturally sensitive care. 8 in-depth interviews were conducted with health care providers that lasted an average of 25 minutes. The findings revealed that health care providers tend to understand culturally sensitive care within the patient-centered care perspective. Their practice of culturally sensitive care is partially limited by language barriers, cultural barriers, and limited trainings in cultural sensitivity, while interpreting services, verbal and nonverbal communication strategies, collaborations with colleagues and self-education promote their practice of it. These findings underscore the importance of acknowledging health care providers’ influences in promoting culturally sensitive care, and the necessity of offering adequate amount of teachings and trainings in cultural sensitivity at health care programs and hospitals.

Previous literature discussing Japanese women's language (JWL) has shown that it is an ideal more than an existing genderlect (Inoue 2006; Nakamura 2007). As a social construct, it has been rendered a powerful truth through institutionalized practices and representations as well as individual negotiations. JWL, a cultural knowledge about how women speak, has been dynamically constructed in certain spatio-temporal intersections (Inoue 2003, 2004a, 2004b, 2006; Washi 2004). Mass media have served as one of the influential sites of production and reproduction of the discourses that naturalize indexical orders of JWL of the given temporality. The purpose of this study was to reveal how modern female speakers of Japanese negotiate the presented media discourses and contribute to recontextualization of JWL discourses through metapragmatic narratives. Three participants were asked to analyze the speech styles of two female characters from a TV drama in terms of linguistic femininity, and to discuss what it means to speak feminine to them. The participants' written scene analysis data, individual interviews, and the focus group discussion were triangulated in order to effectively uncover and denaturalize the intertwined discourses of feminine speech and JWL. The participants' metapragmatic narratives were examined based on the principles of the discourse centered approach (Sherzer 1987), shedding light on their dynamic articulations of JWL discourses. The participants' scene analyses in terms of femininity and generalization of what consists of femininity showed both interpersonal and intrapersonal similarities and differences. Simultaneously, the participants' metadiscursive narratives revealed some contradictory discourses around JWL: discourse of JWL in the contemporary Japanese society and discourse of JWL as cultural heritage. In the articulation of these discourses, the imagined continuity of JWL is romanticized as a cultural heritage, so the semiotic value of JWL is that of an icon of an ideal woman. However, the participants also acknowledged the structural transformation of Japanese society and the higher socioeconomic status of modern women, which naturalizes the masculinization of women's speech to keep up with men. These two contrastive discourses make JWL a vicarious language, through which the participants appreciate the continuity of JWL in the future.

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Past research on the impacts of acculturation gaps among immigrant family members has yielded inconclusive results potentially due to inconsistent analytical methods, lack of consideration of family processes, and discrepant conceptualizations of acculturation. With a sample of 161 Chinese Canadian immigrant families, the current study adopted a person-centred approach with a family lens to examine the nature of acculturation gaps and how these gaps were associated with family functioning and individual psychological adjustment. Latent profile analyses were utilized to generate mother-father-child acculturation profiles based on individual reports of acculturation (in the domains of cultural identity and value, separately) from mothers, fathers, and children in the same family. The results identified five family acculturation profiles in the identity domain and four family acculturation profiles in the value domain. Parents’ cultural disengagement was linked to the most positive psychological wellbeing and family relationships for all family members. The expected acculturation gaps in the Canadian host dimension were not found to be associated with the most depressive symptoms or family conflicts, suggesting that acculturation gaps where adolescents were more acculturated to the host culture than their parents may be normative in immigrant families and thus not linked to youth maladjustment. In contrast, the reversed acculturation gaps in the host dimension and the expected acculturation gaps in the heritage dimension were consistently found to be associated with family conflicts and individual psychological distress. The results also revealed an undifferentiated acculturation style that was not outlined in Berry’s model. An undifferentiated style was characterized by average acculturation levels on both the heritage and host dimensions, and it was the most prevalent individual acculturation style in the identity domain and the second most prevalent style in the value domain. Directions for future research and the benefits of using a person-centered approach in the research of acculturation gaps are discussed. / Graduate / 2023-09-06

This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables on classroom management approaches of teachers. Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquo / management approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.

Syfte: Syftet med studien var att beskriva distriktssköterskors upplevelser och erfarenheter av patientundervisning till patienter med diabetes samt att identifiera aspekter som kan relateras till ett personcentrerat förhållningssätt. Metod: Deskriptiv design med kvalitativ ansats med semistrukturerade intervjuer användes vid datainsamlingen. Vid urvalet användes strategiskt urval. Nio intervjuer utfördes med distriktssköterskor på sex olika vårdcentraler i Mellansverige. Vid analysen användes kvalitativ innehållsanalys. Resultat: Distriktssköterskorna önskade mer kunskap om invandrares kost- och motionsvanor. Distriktssköterskorna uttryckte att det var roligt och spännande med patientundervisning och att det var viktigt att de var engagerade. Distriktssköterskorna ville arbeta mer i team och de upplevde att de hade för lite tid avsatt för patientundervisning. De ansåg att de arbetade personcentrerat men det var svårare att arbeta personcentrerat vid gruppundervisning än vid enskild undervisning. Slutsats: Distriktssköterskor bör ha god kunskap om kulturella skillnader hos patienter med diabetes. Distriktssköterskorna upplever brist på tid- och resurser och önskar samarbeta mera i team. Det är viktigt med ett personcentrerat förhållningssätt där distriktssköterskorna utgår från den enskilda individen. En distriktssköterska som är engagerad och trivs med sitt arbete kan lättare klara av det ökade trycket och arbetsbelastningen. / Aim: The aim of the study was to describe district nurses´ perceptions and experiences of patient education for patients with diabetes and to identify aspects that can be related to a person-centered approach. Methods: Descriptive design with qualitative approach with semi structured interviews were used for data collection. In the selection process was strategically selection used. Nine interviews were conducted with district nurses at six different medical centers in central Sweden. In the analysis used qualitative content analysis. Results: District nurses wanted more knowledge about immigrants' eating and exercise habits. District nurses expressed that it was fun and exciting with patient education and that it was important that they were engaged. District nurses wanted to work more in teams and they felt they had too little time set aside for patient education. They felt that they were working person-centered but it was more difficult to work person centered at group education than private education. Conclusion: District nurses should have good knowledge of cultural differences in patients with diabetes. District nurses perceive lack of time and resources and want more cooperate in teams. It is important with a person-centered approach, where district nurses based on the individual person. A district nurse who is engaged and enjoy their work can help dealing with the increased pressure and workload.

Near Field Communication (NFC) approach may be seen as a perspective way to improve user experience of quick data access with mobile devices to various services (secure payments, information exchange between users, etc.) in a city. This thesis concerns the topic of challenges which may be faced by interaction designers using this approach for creating a context-aware mobile solution for personalized data access in service-intensive urban environments. This research is based on considerations from researches, which explored which mobile information needs in particular seemed to be relevant for a modern user. Moreover, affordances and design blends concept are discussed in this work through a prism of the human-computer interaction in a city. ‘Research through design’ concept allowed performing the investigation of the given problem, starting from a user research, followed by prototyping an alternative solution and after - user evaluation of the prototype. Finally, a critical overview of the performed research gives suggestions for further improvement of the project.

Due to its unsupervised nature, undergraduate education requires students to manage their own learning. They need to use self-regulated learning (SRL) strategies in order to achieve academic success. However, college students often have insufficient regulatory skills and strategies, suggesting the need for substantive and practical support. Supplemental Instruction (SI) is a well-recognized academic intervention that utilizes peer-led study groups for difficult college courses, through which students can develop their SRL abilities. This study focuses on the role of the SI program in college students’ development of SRL from a person-centered perspective. First, this study examines the heterogeneous effects of the SI intervention on students’ development of SRL by combining latent profile modeling and propensity score matching. Second, it explores the changes in student SRL profiles over the intervention period and determines factors affecting the prediction of such changes using latent transition modeling. Results identify three distinct student profiles: competent regulator, self-confident regulator, and goal-oriented regulator. Within the competent regulator profile, both SI and non-SI attendees’ overall SRL scores significantly decreased over time, though non- SI attendees showed a greater downturn. For the self-confident regulator profile, only SI attendees’ overall SRL scores increased. Both SI and non-SI attendees in the goal-oriented regulator profile had small decreases in scores, which were not statistically significant. Regarding students’ longitudinal transitions between SRL profiles, students in the most desirable profile (competent regulator) remained most stable over time. Students’ SRL in the goal-oriented regulator profile was most malleable in a positive way; approximately 40% of these students moved into the competent regulator profile. In addition, students whose decision to attend the SI sessions was more mastery-oriented tended to fall into more positive transition groups. Furthermore, students whose levels of self-confidence in learning, critical thinking skills, and group work skills increased as a result of their participation in SI sessions were more likely to become members of more positive transition groups. The findings of this study extend previous work by longitudinally examining individual differences in college students’ SRL development. They also provide significant implications for the future design of more targeted interventions.

This study examined the impact of learner-centered teaching and learning process on pre-advanced first year medical students&rsquo / performance, attitudes, and retention in medical English through a pre-test/post-test experimental research design.The sample of this study included 180 first year medical students of a state medical university, Gazi University, Medical Faculty, Ankara, Turkey. The subjects were assigned to experimental and control groups. Before the experiment, an achievement test and an attitude test were given as pre-test to both groups. The subjects in the control group (n=90) continued with traditional instruction while the subjects in the experimental group (n=90) studied using the learner-centered instruction. The treatment lasted 14 weeks. At the end of the treatment, the same achievement and the attitude tests were given as post-tests. One month after the post-test, the same achievement test was given to both groups as retention test.The post-test results of the study indicate no statistically significant difference between the control and experimental groups immediately after the experiment. However, retention test results show significant difference between the two groups in favor of the experimental group. The attitude post test results toward the experimental instruction show significant difference between the two groups in favor of the experimental group as well.