This thesis deals with the problems concerning cross-curricular subjects, in particular focusing on Multicultural Education and Moral, Character and Social Education, their defining in the Framework Education Programme for Elementary Education. Furthermore, it outlines the possibility of their interconnection in a concrete project with the topic of Romany. This thesis is based on the conviction of the importance of the transcultural approach to the Multicultural education in practise. It also deals with the character of a teacher mainly in the relation to the above mentioned cross-curricular subjects. The main objective of this thesis is the actual realisation of the project in two selected schools. The project has already been put forward in my bachelor thesis. I committed myself there to the realisation of the project in practise and for that purpose the project itself had to be adjusted, namely shortened due to its time demandingness. The actual evaluation of the project is also a part of the practical section of this thesis.

Introdução: Indivíduos vítimas de traumatismo cranioencefálico (TCE) frequentemente apresentam sintomas pós-concussionais, que são manifestações somáticas, cognitivas, sensório-perceptivas, emocionais ou comportamentais. A síndrome pós-concussional (SPC) é caracterizada pela presença de três ou mais sintomas pós-concussionais, por período mínimo de três meses ou mais. Cerca de 30% dos pacientes que apresentam TCE leve e moderado desenvolvem a SPC. No Brasil, não existem instrumentos disponíveis para avaliar os sintomas pós-concussionais e diagnosticar a SPC. Objetivos: Este estudo teve como objetivo disponibilizar uma versão do Rivermead Post Concussion Symptoms Questionnaire e do Neurobehavioral Symptom Inventory para a cultura brasileira e avaliar suas propriedades psicométricas quando aplicados em pacientes que tiveram TCE leve ou moderado. Método: O processo de adaptação transcultural foi realizado de acordo com as etapas propostas na literatura: tradução, síntese das traduções, retrotradução, comitê de especialistas e pré-teste. As análises psicométricas compreenderam a avaliação da confiabilidade e validade. Uma amostra de 276 indivíduos de 19 a 87 anos, de ambos os sexos, que tiveram TCE leve ou moderado, respondeu os seguintes instrumentos: caracterização sociodemográfica e clínica, as versões brasileiras do Rivermead Post Concussion Symptoms Questionnaire (RPQ-Br) e do Neurobehavioral Symptom Inventory (NSI-Br), o Inventário de Depressão de Beck I (BDI I) e o questionário de qualidade de vida WHOQOL-bref. A confiabilidade foi verificada por meio da consistência interna, utilizando-se o alfa de Cronbach. A validade de conteúdo foi avaliada pelo grau de concordância nos comitês de especialistas, utilizando-se o Índice de validade de conteúdo e o Coeficiente de validade de conteúdo. Foi verificado a validade convergente por meio da análise de correlação dos escores dos instrumentos validados com o escore do BDI I e o WHOQOL-bref. A validade de constructo foi verificada por meio da realização da análise fatorial exploratória e semi-confirmatória. Resultados: As versões adaptadas apresentaram evidências de equivalências semântico-idiomáticas, culturais e conceituais, com elevada aceitabilidade. Os achados evidenciaram um coeficiente de alfa de Cronbach de 0,918 para o RPQ-Br e de 0,966 para o NSI-Br. Foram constatadas correlações significativas de moderada a muito forte entre os escores dos instrumentos adaptados na avaliação de sintomas depressivos e qualidade de vida. A análise fatorial exploratória demonstrou que a estrutura de fatores é diferentes do que foi encontrado nos instrumentos originais. Os instrumentos RPQ-Br e NSI-Br apresentaram estruturas compostas por dois e três fatores respectivamente, com saturações significativas ( > 0,40) e explicando respectivamente 56,5% e 65,3% da variância total do constructo. Os resultados relativos ao ajuste do modelo foram, de forma geral, satisfatórios (RPQ-Br: Goodness of Fit Index(GFI)=0,968, Adjusted for degree of Freedom(AGFI)=0,957, Root mean square error of aproximation(RMSEA) < 0,05, Bentler\'s Comparative Fit Index(CFI)=0,974; NSI-Br: GFI=0,992, AFGI=0,989, RMSEA < 0,05, CFI=1,016). Conclusão: As versões brasileiras do Questionário Rivermead de sintomas pós-concussionais e o Inventário de sintomas neuropsiquiátricos foram adaptados transculturalmente para o português brasileiro, apresentando medidas psicométricas confiáveis e válidas / Introduction: After a traumatic brain injury (TBI) post-concussion symptoms (somatic, cognitives, emotional or behavioral) are commonly reported by patients. Post-Concussion Syndrome (PCS) is the term to describe the presence of three or more post-concussion symptoms for periods of minimum three months. Around 30% of patients with mild and moderate TBI have persistent symptoms. Currently, there is no instrument that has been created, adapted or validated for the Brazilian context that evaluates post-concussion symptoms. Objective: This study aimed to tcross culturally, and assess the psychometrics properties of the Brazilian versions of Rivermead Post Concussion Symptoms Questionnaire and Neurobehavioral Symptom Inventory in patients post mild and moderate TBI. Method: The cross-cultural adaptation consisted of the following steps: translation, synthesis of translations, back translation, expert committee, pre-test. The analysis of psychometric properties were reliability and validity. A sample of 276 patients, between 19 to 87 years, from both sexes, who suffered mild or moderate TBI, answered the following instruments: sociodemographic and clinical instrument, the Brazilian version of the Rivermead Post Concussion Symptoms Questionnaire (RPQ-Br) and the Neurobehavioral Symptom Inventory (NSI-Br), Beck Depression Inventory (BDI I) and the World Health Organization\'s quality of life questionnaire WHOQOL-bref. The reliability was verified through internal consistency, using the Cronbach\'s alpha. The content validity was evaluated by the degree of agreement of the expert committee using the Content Validity Index, and the Content Validity Coefficient. The convergent validity was verified using the analysis of scores of the translated instruments with BDI I and WHOQOL-bref score. The construct validity was verified using the exploratory factor analysis and semi-confirmatory factor analysis. Results: The brazilian versions presented evidences of semantic-idiomatic, cultural and conceptual equivalences, with high acceptability. The results showed a Cronbach\'s alpha coefficient of 0.918 (RPQ-Br) and 0.966 (NSI-Br). There were a significant moderate to very strong correlations between the scores of the adapted instruments with the evaluation of depressive symptoms and quality of life. The factor analysis showed structure of factors different from the original instruments versions. The RPQ-Br and NSI-Br instruments had structures composed of two and three factors, respectively, with significant saturations ( > 0.40) and explaining respectively 56.5% and 65.3% of the total construct variance. The results regarding the fit of the model were generally satisfactory (RPQ-Br: Goodness of Fit Index(GFI)=0.968, Adjusted for degree of Freedom(AGFI)=0.957, Root mean square error of aproximation(RMSEA) < 0,05, Bentler\'s Comparative Fit Index(CFI)=0.974; NSI-Br: GFI=0.992, AFGI=0.989, RMSEA < 0.05, CFI=1.016). Conclusion: The cross-cultural adaptation was successfully performed and the Brazilian versions of the Rivermead Post Concussion Symptoms Questionnaire and the Neurobehavioral Symptom Inventory presented reliable and valid psychometric measures for use in the Brazilian culture

<p>In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity.</p><p>This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation.</p><p>Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections. The ensuing text comprised about 16,000 words and was analyzed using both a narrative and a thematic approach using a mixed typology of categories and sub-themes made up of indigenous typology stemming from relevant scholarly literature and researcher-constructed typology suggested by the researcher and the respondents.</p><p>The analysis indicates that personal factors like mindfulness, motivation, resourcefulness, and intercultural awareness strongly influence processes of Intercultural communication competence and Multicultural identity development. Contextual factors are also relevant, as they include issues of avowed and ascribed identity. The analysis also shows no specific, generalizable link between the presence of intercultural stimuli in the original cultural milieus and the decision to relocate across cultural boundaries. Furthermore, it points to a strong relation between Piagetian constructivist learning theories and the development of ICC competence. The study also indicates that independent transcultural sojourners are in a position to negotiate the level of their integration and marginality, which in turn affects the spectrum of their Intercultural communication competence.</p><p>Finally, this study indicates the limited applicability of traditional functionalist approaches to understanding and conceptualizing processes of intercultural adaptation and multicultural identity building. It also suggests the need for a shift towards a dialogical perspective informed by systems-thinking and Chaos theory.</p> / The author would like to acknowledge the inspiration and passion for intercultural issues provided over the years by the Intercultural Insights on-line community.Seattle, summer 2010.

In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity. This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation. Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections. The ensuing text comprised about 16,000 words and was analyzed using both a narrative and a thematic approach using a mixed typology of categories and sub-themes made up of indigenous typology stemming from relevant scholarly literature and researcher-constructed typology suggested by the researcher and the respondents. The analysis indicates that personal factors like mindfulness, motivation, resourcefulness, and intercultural awareness strongly influence processes of Intercultural communication competence and Multicultural identity development. Contextual factors are also relevant, as they include issues of avowed and ascribed identity. The analysis also shows no specific, generalizable link between the presence of intercultural stimuli in the original cultural milieus and the decision to relocate across cultural boundaries. Furthermore, it points to a strong relation between Piagetian constructivist learning theories and the development of ICC competence. The study also indicates that independent transcultural sojourners are in a position to negotiate the level of their integration and marginality, which in turn affects the spectrum of their Intercultural communication competence. Finally, this study indicates the limited applicability of traditional functionalist approaches to understanding and conceptualizing processes of intercultural adaptation and multicultural identity building. It also suggests the need for a shift towards a dialogical perspective informed by systems-thinking and Chaos theory. / The author would like to acknowledge the inspiration and passion for intercultural issues provided over the years by the Intercultural Insights on-line community.Seattle, summer 2010.

La présente étude en anthropologie médicale propose d’examiner la dimension socioculturelle des désordres fonctionnels gastro-intestinaux (DFGI) en considérant l’expérience de six familles québécoises francophones où un pré-adolescent souffre de symptômes associés à un DFGI. Le regard anthropologique qui nous a permis d’appréhender ces expériences de douleur s’appuie principalement sur les travaux issus de la psychiatrie transculturelle, de même que sur les influences de l’anthropologie du corps et de la phénoménologie. À travers ce regard, la somatisation est considérée comme une forme de communication de la douleur, modulée de manière importante par le contexte socioculturel et représentative d’une certaine souffrance sociale. Ce langage ponctué d’idiomes de détresse et de métaphores permet aux individus d’exprimer leur souffrance et de mobiliser un soutien social efficace pour la prendre en charge. Dès lors, le corps doit être perçu comme un corps vécu; comme un lieu de marquage du social, mais également comme un instrument de positionnement social et une frontière où des mouvements d’appartenance et de divergence sont exprimés. Par l’exploration, dans chacune de ces familles, des différentes manières de décrire les symptômes, de les interpréter et d’y réagir, nous avons procédé à la reconstruction d’histoires particulières pour voir comment ces symptômes venaient s’inscrire dans la biographie individuelle et familiale. À travers l’analyse de la construction du sens de la douleur et des pratiques adoptées pour la contrôler, la douleur abdominale nous est apparue comme intimement liée à l’expérience sociale et la médicalisation comme une base pour une meilleure appréhension de cette douleur. Par ses maux de ventre, l’enfant exprime ses limites corporelles et sociales. À l’intérieur de la famille, l’expression de cette limite peut être parfois dérangeante, confrontante, et même entraîner des rapports conflictuels. C’est ainsi qu’est « négociée » une approche appropriée à la douleur qui redéfinit les rôles de chacun par rapport à cette dernière. Le ventre devient le médiateur qui permet le compromis nécessaire au « vivre ensemble » ou au « vivre dans le monde ». À l’issue de ii cette négociation qui implique la participation du médecin traitant, les rapports sont parfois reconstruits et la relation au monde et aux autres peut devenir différente. / This study in medical anthropology is an exploration of the sociocultural dimension of functional gastrointestinal disorders (FGID) considering the experience of six frenchspeaking families of Québec where a pre-teenager suffers from symptoms associated with FGID. The anthropological perspective that allowed us to approach these experiences of pain is based mainly on work from tanscultural psychiatry, as well as on the influences of the anthropology of the body and phenomenology. Through this view, somatization is considered to be a form of communication of distress, modulated in an important way by sociocultural context and reflecting social suffering. This language punctuated with idioms of distress and metaphors allows individuals to express their suffering and to mobilize an efficient social support. From then on, the body must be seen as a lived body; as a place of social marking, but also as an instrument of social positioning and a border where movements of belonging and divergence are expressed. By exploring, in each of these families, different ways of describing the symptoms, interpret them and respond to them, we proceeded to the reconstruction of particular stories to find how these symptoms were part of the individual’s and family’s biography. Through the analysis of how those families make sense of the pain and adopte practices to control it, abdominal pain appeared to us as intimately linked to social experience and the medicalization as a basis for a better apprehension of this suffering. While telling his or her pain, the child is also expressing his or her bodily and social boundaries. Within the family, the expression of this limit can sometimes be disturbing, confrontational, even lead to conflict. Thus was “negociated” an appropriate approach to pain that redefines the roles of each in relation to it. The abdomen becomes the mediator who allows the compromises needed to “live together” or to “live in the world”. Following this “negociation” that involves the participation of the attending physician, bonding within the family is sometimes positively transformed and the relation to the world and to the others can become different.

The registered midwives are engaged in continuous health education lessons In antenatal visits, discouraging antenatal clients from using hannful traditional and cultural practices in an attempt to preserve pregnancy to tenn. Despite the registered midwives' efforts, the clients continue to use hannful cultural methods, which are life-threatening to both the mother and the foetus In utero. The prenatal clients perceive the registered midwives as not being sensitive to their culture. The results of this study revealed that health education in antenatal clinics should be collaborative: that is, the people who have influence over the clients' pregnancy, like me mother-in-law, the traditional practitioners, cUents and their family members, should be involved by the midwives during the preparation of pregnancy lessons and health education lessons on how to preserve pregnancy to term according to· scientifically proven methods. / Health Studies / M.A. (Health Studies)

The study was conducted with the aim of assessing the Saudi Arabian cultural knowledge among the non-Muslim nurses. These nurses work in the obstetric units at the King Faisal Specialist Hospital and Research Centre, Jeddah and come from different cultural groups and are caring for the Saudi Arabian Muslim women. In order for care to be congruent, comprehensive and of a high quality, the patients' needs should be met at the best attainable level. Nurses in all health care settings are expected to demonstrate knowledge of the culture that they serve in order to eliminate barriers. Data analysis was facilitated with the use of the SPSS 11.5 computer program. The study findings may suggest the development of educational guidelines, which will direct the activities of an educational intervention. / Health Studies / M.A. (Health Studies))

Although a child's right to parental care and family life is constitutionally entrenched, many South African children are deprived of this right. Transcultural adoption could serve their need but historically this has been prohibited or discouraged by racist policies. Whether this is in keeping with the now non-racial South African society is questionable. In adoption the best interests of the child is paramount and in determining this, courts should balance children's constitutional rights to their culture of origin against their constitutional rights to non-discrimination. After considering arguments for and against transcultural adoption and the position in the United States and the United Kingdom, the writer suggests that further interdisciplinary research into the question is necessary in South Africa; inter-country adoption should be considered and law reform and governmental policy should facilitate these. / Private Law / LL. M. (Law)

In contemporary multicultural societies, health is emerging as a fundamental right alongside education and welfare: a frame of reference endorsed by the Government of National Unity in South Africa. Health workers are confronting issues far beyond the more traditional modes of health education. The initial thrust of this research was to investigate the most relevant social, health and education knowledge bases and issues relative to health education in cross cultural encounters in order to formulate universal guidelines applicable to the national situation. Differences inherent in allopathic and traditional health systems are explored in historical time, in conjunction with concepts of social change, communality in diversity and the co-existence of multiple realities. An understanding of common denominators across all human and group experience emerges and, with it, insight into problems that occur when universalistic conceptions of human behaviour are linked to communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation of culture and the patterned relationships existing between elements within society. The ontic fact that similar variables may have widely different meanings and be differently construed by people whose life experiences differ is affirmed. Culture shock becomes a potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon which the aims and various theories of health education are systematically and progressively evaluated. Evidence surfaces that the original intent of the research was rooted in the Western medical tendency towards standardisation, specialisation and the creation of scientifically validated routines for professional practice and that gaps exist between the theory and practice of health education and the everyday experiences of people. On the basis of scientifically based insights, guidelines have been formulated to narrow the divide between the factual, linearly based procedural aspects of health education and the human experience of learning. The guidelines embody the notion that the health educator's role in cross cultural encounters is one of facilitating meaningful, appropriate and informed choices on the part of adult learners. / Educational Studies / D.Ed. (Philosophy of Education)

An alternative model of well-being and development using an emic and post-hoc approach is presented. This method was applied to a non-educated corridor sample which includes rural and urban shantytowns (n = 550). A psychometric wellbeing battery was developed for this study. Analytical technique includes a modified version of Confirmatory Factor Analysis in order to meet the demands of the post-hoc theorisation rationale. Alternative models of universal needs, subjective life satisfaction, resources, and values are presented. A three factor personality solution is described. Discussion emphasises the advantages of these results compared to theories and approaches from Europe and United States in theoretical and empirical terms. Implications for development are also discussed. / Se presenta una propuesta alternativa a los modelos establecidos de bienestar y desarrollo a través de una metodología émica y post hoc. Esta se aplica a un corredor migratorio desde comunidades rurales hasta urbano marginales. Se aplicó una batería psicométrica desarrollada para este estudio a 550 participantes y una versión modificada del análisis factorial confirmatorio para satisfacer las demandas de teorización post-hoc del estudio. Se proponen modelos alternativos de necesidades universales, satisfacción subjetiva de vida, recursos y valores. Se encuentra una estructura de tres factores de personalidad. Los resultados son discutidos en relación con las teorías establecidas desde el referente europeo y estadounidense y se reflexiona sobre sus perspectivas para el desarrollo.