The number of culturally diverse project teams has increased significantly over the years, as internationalization within organizations become more common. Individuals are more interconnected than ever, due to increased cultural exchange. The increased globalization also has created many challenges, such as streamlining multinational organizations, management and communication in multicultural settings. Furthermore, there has been studies showing that culturally diverse project teams have both a positive and negative impact on projects. The purpose of this study is to contribute to a deeper understanding of perceived challenges in multicultural project settings. In order to get a deeper understanding of the challenges, the study will address the perceived impacts of cultural differences in regard to the project member, as well as the challenges project members encounters and how these are managed. The author found that the cultural differences were noticeable when adapting to a new culture but faded as the respondents adjusted and became more like the individuals in the new culture. The challenges most of the respondents faced not speaking the language, not being used to the language and surrounded by different accents, which originated from language barriers. There was no universal solution to these challenges, instead, respondents dealt with it their own way or with the help of guidance from organizations. The study was done by conducting semi-structured interviews with a qualitive method to ensure extensive data. There were ten interviews in total, with individuals from different backgrounds and cultures around the world.

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Language sample analysis has come to be considered the “gold standard” approach for cross-cultural language assessment. Speech-language pathologists assessing individuals of multicultural or multilinguistic backgrounds have been recommended to utilize this approach in these evaluations (e.g., Pearson, Jackson, & Wu, 2014; Heilmann & Westerveld, 2013). Language samples can be elicited with a variety of different tasks, and selection of a specific method by SLPs is often a major part of the assessment process. The present study aims to facilitate the selection of sample elicitation methods by identifying the method that elicits a maximal performance of language abilities and variation in children’s oral language samples. Analyses were performed on Play, Tell, and Retell methods across 178 total samples and it was found that Retell elicited higher measures of syntactic complexity (i.e., TTR, SI, MLUw) than Play as well as a higher TTR (i.e., lexical diversity) and SI (i.e., clausal density) than Tell; however, no difference was found between Tell and Retell for MLUw (i.e., syntactic complexity/productivity), nor was there a difference found between Tell and Play for TTR. Additionally, it was found that the two narrative methods elicited higher DDM (i.e., frequency of dialectal variation) than the Play method. No significant difference was found between Tell and Retell for DDM. Implications for the continued use of language sample for assessment of speech and language are discussed. / Communication Sciences

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The nursing profession perpetuates an outdated model that fails to address the health concerns of racialized gender-diverse people. Evidence supports that this population experiences poorer health outcomes, care-avoiding habits, and incompetent healthcare providers. A literature review illuminated gaps in the nursing lens when considering gender-diverse identities outside of Whiteness. An intersectionality framework and cultural humility were used to explore the contexts in which nurses provide care. To fill this knowledge gap, the proposed research question was: How prepared are nurses to provide care to racialized gender-diverse people? A questionnaire was developed by modifying three pre-existing instruments. The online questionnaire served as a pilot feasibility study to collect preliminary baseline descriptive cross-sectional data about Ontario nurses' training, education, knowledge, attitudes, and beliefs about racialized gender-diverse people. Findings indicated potential gaps in training and education that may affect racialized gender-diverse peoples' healthcare. Recommendations are provided for future research and interventions.