Philosophiae Doctor - PhD (Nursing) / The number of healthcare institutions that has embraced Kangaroo Mother Care (KMC) as an effective and efficient method of neonatal care especially in Edo State, Nigeria has not multiplied even after more than a decade of its recommendation by the World Health Organisation (WHO) in 2003. Nigeria ranks seventh among the ten African countries where newborns have the highest risk of dying with over 700 newborn deaths per10, 000 live births. This is worrisome because Edo State is one of the 36 states in Nigeria that contribute about 6,700 neonatal deaths to the 255,500 mortality rate recorded in Nigeria annually. This has led to a concern about the knowledge and attitude of the key drivers in neonatal care of simplified methods aimed at reducing neonatal mortality despite previous training efforts. The development of a strategy to enhance the early implementation of the WHO KMC guidelines in all healthcare facilities across the state was therefore conceptualized. Strategies to increase implementation are considered important to the success of KMC because reducing neonatal mortality rate is contextual. This research aimed to explore and describe the application of the KMC guidelines by the nurses, administrators and parents of preterm infants in the care of premature babies and to develop strategies to enhance its early implementation in healthcare facilities in Edo State, Nigeria.

Abstract Purpose: The purpose of this study is to investigate how the socio-cultural forces, authenticity and transparency, have become integral parts of newly established fashion companies’ business model in Sweden. Previous researches have focused on how to redesign conventional fashion companies´ business models. From an academic approach, the problem discussion emphasize on lacking research in how newly established fashion companies have made authenticity and transparency integral parts in their business model. The purpose has been answered by asking the following questions; How have authenticity and transparency influenced the innovators of newly established fashion companies in Sweden? Which parts of the business model have been altered in order to demonstrate the company´s authenticity and transparency? Method: This study is based on qualitative research method with an abductive approach. The empirical data collection has been performed through seven interviews, five emails and two face-to-face deep interviews. The theoretical framework and literature review have primary been based on previous researches in the research area. Conclusions: This study shows that newly established fashion companies in Sweden have made authenticity and transparency integral parts in their business model. This is strongly influenced by the companies’ founder, their characteristics and ability to understand and translate socio- cultural forces and integrate them into their business model. The design of the clothes and fabric selection, production techniques and supply chain, marketing strategies and communication tools in the business model have been altered in order to demonstrate the company´s authenticity and transparency. These changes have been implemented in order to meet consumers’ newfound desire for authenticity and transparency. Cues of craftsmanship, traceability in the production techniques and supply chain, creating storytelling in the marketing strategies have been added in order to enhance the consumers’ experience of the company´s authentic and transparent attributes / Program: Textilt management, fashion management

In this study, teachers’ perceptions of digital tools in teaching of the hairdressing program are examined. The theoretical starting point for the essay is how the role of digitizing can be seen from a socio-cultural perspective. The collection of data has been made through interviews with a qualitative phenomonographic approach, and five hairdressing teachers in ages 28-57 in the hairdressing program have been interviewed. The result of this study emphasizes that teachers’ knowledge of digital tools’ functions are varied. The examination also point to a relation between teachers’ interest and actual use of digital tools when teaching. In the interviews, the teachers share different views concerning the role of digitizing when it comes to learning. Some see digital tools as a natural element in teaching as our society is becoming more and more digitizing. However, the perception is also that digital tools might pose a threat to the social profession that the students should be trained for.

ABSTRACT The thesis investigates how transnational familial ties and socio-cultural dynamics shape migrants‘ remitting behavior and inform their relationships. It shows that most research on remittances fails to capture the personal and social significance remittances have for migrants, embedded not only in their transnational social relations, but also in cultural contexts. Drawing on empirical qualitative and quantitative research amongst Congolese migrants in Johannesburg, the study argues that migrants remit mainly in a bid to escape social death by fostering familial belonging and sustaining social status. It shows that socio-cultural influences and internalized social stereotypes about the economic effects of emigration shape migrants‘ awareness of the role expectations their communities of origin hold in relation to them. This internalization of role expectations subjects migrants to such a social pressure that they often feel a compelling need to be perceived as financially ―successful‖ as well as ―valid‖ and ―good‖ family members – not only in their communities of origin but also among other migrants. In this context, remittances become a fundamental measure and criterion that shapes migrants‘ sense of belonging and social and familial inclusion or exclusion. For individual migrants, remittances play an essential instrumental role portraying positive images for themselves and, at the same time, are seen as a means to avoid social stigmatization and exclusion.

The purpose of this qualitative case study was to examine teacher perceptions of the effectiveness of the Response to Intervention (RtI) framework with students who are acquiring English as a second language. Students from culturally and linguistically diverse backgrounds have been disproportionately represented in special education programs for decades (Artiles & Trent, 1994; Donovan & Cross, 2002; Heller, Holtzman, & Messick, 1982). Legislators responsible for the authorization of the Individuals with Disabilities Improvement Act in 2004 (IDEIA 2004) allowed state education leaders the option to use RtI as an alternative identification method. RtI was believed to be a framework through which the number of inappropriate EL referrals for special education services could be reduced. Ten elementary teachers in a small/medium sized rural school district in East Tennessee participated in semi-structured interviews intended to examine their perceptions of the effectiveness of the RtI framework when implemented with ELs. The researcher analyzed the responses for emergent themes. These themes included knowledge about the purpose of the framework, the impact of leadership upon implementation of the framework, training and professional development around teaching ELs and responding to their unique needs, and understanding differences between challenges arising from language acquisition versus those arising from a learning disability. Findings and recommendations for practice are included.

An increasing reliance on expatriate employees makes it critical that multinational organizations make a concerted effort to facilitate the successful transition of employees from foreign cultures. The parallels between the experience of expatriate employees and international students suggests that the results of research investigating issues of cross‑cultural adaptability that are conducted in academic settings should generalize to the workplace. The current study investigated the influence of the Sino‑American 1+2+1 Dual Degree Program on the cross‑cultural adaptability, acculturation, and withdrawal intentions of international students. It was hypothesized that participants in the 1+2+1 program would demonstrate higher levels of psychological adaptability and socio‑cultural adaptability, while demonstrating lower levels of withdrawal intentions. In addition, it was hypothesized that 1+2+1 participants would be more likely to adopt an acculturation orientation style than 1+2+1 non‑participants. To test the hypotheses, survey responses were obtained from 50 Chinese international students who were currently enrolled at California State University, San Bernardino, Northern Arizona University, and Coastal Carolina University. Results provided partial support for the 1+2+1 program improving the socio‑cultural adaptability of international students, while providing no support for the other three hypotheses. An interpretation of the results is provided that cites past studies which present potential explanations for the findings. Finally, an overview of the limitations of the current study, as well as the theoretical and practical implications of the results are discussed.

Thesis (M.A. (Social Work)) -- Univesity of Limpopo, 2012 / Refer to document

This dissertation addresses two problems with advanced academic writing pedagogy. First, doctoral students must participate in academic discourse communities, yet they report being underprepared to do so (Boquet et al., 2015; Caplan & Cox, 2016). Second, studies (e.g., Curry & Lillis, 2004; Matsuda & Tardy, 2007; Tardy & Matsuda, 2009) suggest that L1 and L2 voices are not well integrated in the institution and that this lack of integration systemically privileges the dominant culture. The purpose of this research is to investigate the role relationships play in helping culturally and linguistically diverse doctoral students negotiate and acquire advanced academic discourse. I pose the overarching research question: Given a discipline-specific writing center for graduate students in a College of Education, what role does interaction play in helping students to participate in academic conversations? The two papers in this collection employ qualitative classification and discourse analysis to investigate writing-related interactions among peers. Data include audio-recorded writing consultations and interviews, post-session reports, field notes, and artifacts. Taken together, findings from this research highlight the role interaction can play in writing support, development, and research. This research has implications for developing writing pedagogy and support programs to facilitate productive academic socialization. In response, the researcher calls for more robust academic writing support in order to improve access and resources for diverse student populations and decrease attrition and time to degree for all students.

Philosophiae Doctor - PhD / HIV/AIDS has made a huge impact on human development and sexual reproductive habits in this century in the world and especially in sub-Saharan Africa. It has only recently been acknowledged that HIV/AIDS has an equal if not greater effect on or threat to people with disabilities. Survivors of traumatic spinal cord injury (TSCI) with resultant disability are incorrectly believed to be sexually inactive, unlikely to use drugs or alcohol and at less risk of violence or rape than their non-disabled peers. This group can thus be described as economically, educationally and socially disadvantaged, which in itself, suggest that they are a high-risk group for HIV infection. The overall aim of this study is to examine the factors that could contribute to the risk and vulnerability to HIV/AIDS among individuals with spinal cord injuries in South Africa. The specific objectives of the study are to assess the behavioral and protective factors that could contribute to risk and vulnerability to HIV infection among individuals and spinal cord injuries; and to explore the socio-cultural issues that might increase individuals with spinal cord injuries’ vulnerability to HIV/AIDS. The design of this study was a mixed methods design, particularly the sequential explanatory strategy was used will used in this study. The study was conducted in four (4) conveniently selected provinces (highest prevalence of SCI). The Quad-Para Association of South Africa’s (QASA) provincial databases was used to invite individuals with SCI to participate in the study. Data for quantitative part of the study was collected by means of self-administered questionnaires. The questionnaire consisted of various sections requesting for information on: Demographics; HIV-Knowledge (HIV- KQ-18); Sexual behaviours; Sexual communication and negotiation skills; Self-efficacy to refuse sex. Separate binary logistics analysis was done to assess which of the selected factors are associated with risky sexual behaviour. The forced entry method approach was used to determine which of these factors have the greatest productive power to predict sexual risk behaviour. No “a priori” sample size was developed for the qualitative part, but participants were recruited until saturation has been reached of all the categories. Consenting participants were visited by the researcher for data collection in the environment indicated by the participant. Permission to conduct the study was obtained from the Research Ethics Committee at the University of the Western Cape (UWC). The study was conducted according to ethical practices pertaining to the study of human subjects as specified by the UWC and Faculty of Community and Health Sciences Research Ethics Committee of the UWC.

Ngā Kupu Whakataki: Abstract The study focuses on identifying how the reconstruction of the whānau and its approach to childrearing through the colonisation of Māori society can be perceived within the experiences of the case study of four generations of one whānau. A kaupapa Māori approach to research provided a framework for members of our whānau to socially construct their realities regarding the dynamics of our four generation whānau collaboratively. Socio-cultural theoretical frameworks were used to analyse approaches to whānau and childrearing.