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Academic literature on the topic 'Cultural Contexts'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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Journal articles on the topic "Cultural Contexts"

Martin, Tony. "Cultural Contexts." Ethics & Behavior 5, no. 3 (September 1995): 290–92. http://dx.doi.org/10.1207/s15327019eb0503_11.

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Gingrich, Andre. "Changing Contents in Shifting Contexts." Anthropological Journal of European Cultures 16, no. 1 (March 1, 2007): 13–28. http://dx.doi.org/10.3167/ayec.2007.160103.

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In response to the fine initiative by Alexei Elfimov, the present essay discusses the status of socio-cultural anthropology in the German-speaking countries in shifting contexts of past and present. I will focus here on three main themes, namely, socio-cultural anthropology as seen by a wider non-academic public, its status and terminology within wider academic contexts, and the internal differentiations among anthropologists in the German language zone with their unequal access to the public.

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Bukina, Tetiana, and Liudmila Perminova. "CULTURAL DIPLOMACY: INSTITUTIONAL CONTEXTS." Three Seas Economic Journal 2, no. 4 (November 30, 2021): 24–30. http://dx.doi.org/10.30525/2661-5150/2021-4-5.

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The article analyzes the leading types of modern diplomacy. Problem statement. Changes in the system of international relations have led to increased attention to the study of issues related to modern diplomacy. However, in the scientific community, the study of the features and essence of the varieties of modern diplomacy is considered to be fragmented. The lack of thorough general theoretical works on this issue, as well as the frequent misunderstanding of the essence and tasks of modern diplomacy in the scientific and publicist literature, causes confusion and different interpretations of the terms. This points to the relevance and significance of further research in the field of modern diplomacy. The purpose of the study is to reveal the essence and define the terms " public diplomacy", " people' diplomacy", "civil diplomacy", "new public diplomacy", to establish their classification according to the subjects of implementation, addressees and peculiarities of practical implementation. The aim of the work is also to conduct a comprehensive analysis of "cultural diplomacy" and to identify the main achievements in this area in Ukraine. Methodology. This study uses the methodology of interdisciplinary level science. The interdisciplinary integration of knowledge and the integration of disparate characteristics into a system allowed to obtain new scientific knowledge, which consists in a comparative analysis of the leading types of modern diplomacy, highlighting "cultural diplomacy" as the main one and analyzing the main institutional achievements of Ukraine in cultural diplomacy. Results. The article summarizes the definitions of the concepts of "public diplomacy", "civil diplomacy", "people's diplomacy", "digital diplomacy", "new public diplomacy". Their essential features and main characteristics are highlighted, their comparative analysis is presented, and "cultural diplomacy" as the leading direction of modern diplomatic practice is analyzed. The institutional context of cultural diplomacy of Ukraine is considered. The conclusion is made that despite the failure of systemic cultural reforms in the past, today there are positive changes in cultural diplomacy. Ukraine's cultural vector in foreign policy acquires a systemic and strategic balance. Value/originality. A comparative analysis of different types of modern diplomacy is conducted, the definition of "cultural diplomacy" is clarified and the peculiarities of its institutional formation are considered. Practical implications. The materials of the article can be used for research and educational purposes, as well as for the further development of the vectors of Ukrainian cultural diplomacy.

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Littlewood, Roland. "PSYCHOTHERAPY IN CULTURAL CONTEXTS." Psychiatric Clinics of North America 24, no. 3 (September 2001): 507–22. http://dx.doi.org/10.1016/s0193-953x(05)70244-6.

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Bruster, Benita. "Grandparents in Cultural Contexts." Activities, Adaptation & Aging 43, no. 3 (July 2019): 254–55. http://dx.doi.org/10.1080/01924788.2019.1636575.

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Birney, Barbara Ann. "Conserving within cultural contexts." Zoo Biology 16, no. 1 (1997): 89–91. http://dx.doi.org/10.1002/(sici)1098-2361(1997)16:1<89::aid-zoo10>3.0.co;2-8.

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Kilmer, Mark. "The Cultural Contexts of Mormonism." Dialogue: A Journal of Mormon Thought 45, no. 4 (December 1, 2012): 158–61. http://dx.doi.org/10.5406/dialjmormthou.45.4.0158.

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True, Michael. "Nonviolence in cultural contexts: China." Interdisciplinary Peace Research 4, no. 2 (October 1992): 72–77. http://dx.doi.org/10.1080/14781159208412754.

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Paul, Lissa. "Cultural contexts in dialogic format." Lion and the Unicorn 19, no. 2 (1995): 288–91. http://dx.doi.org/10.1353/uni.1995.0020.

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Costin, Alexandra-Florenţa. "Negotiating In Cross-Cultural Contexts." International conference KNOWLEDGE-BASED ORGANIZATION 21, no. 1 (June 1, 2015): 185–91. http://dx.doi.org/10.1515/kbo-2015-0030.

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Abstract Accentuated by globalization, the overlapping and the dissemination of values, beliefs and perceptions pertaining to different cultures have reached an unprecedented level, phenomenon which, with the contribution of new technologies and the international media, led to the creation of a new global culture. The constant movement of large masses of people with different personal goals has brought into contact individuals coming from various cultures, who found themselves in the position of trying to understand, filter and harmonize new cultural practices as well as developing skills for coping with them; due to widespread businesses spanning national borders, negotiation practitioners frequently encounter business opponents from unfamiliar cultures and resort to strategies and tactics meant to cross cultural boundaries and the obstacles of the business context. The paper is an overview of concepts and findings regarding the origin of the global culture as cultural co-existence in the international space, with an emphasis on the concepts of cross-cultural communication and cross-cultural competence, cultural variables and their impact on cross-cultural negotiations.

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Dissertations / Theses on the topic "Cultural Contexts"

MEIRELLES, RODRIGO CORREA. "TV DIGITIZATION AND THE CULTURAL CONTEXTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16670@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Este trabalho tem como objetivo estudar a introdução da TV Digital terrestre no Brasil sob os aspectos de Educação e Cultura. Voltar o olhar para as instâncias culturais que mediam tal transição foi considerado fundamental, uma vez que os pensadores de televisão, seja no plano mercadológico, seja no campo acadêmico, enxergam no recém-implantado e já em operação Sistema Brasileiro de TV Digital terrestre (SBTVD-t), uma oportunidade para a inclusão digital, para a criação de novos conteúdos e para a convergência com outras mídias digitais. A pesquisa teve como fontes de consulta documentos oficiais, trabalhos publicados, entrevistas com especialistas e participação em conferências internacionais sobre o tema. As representações sociais, nos termos propostos por Moskovici e Jodelet, dadas à TVD por professores e estudantes foi também outro campo de investigação. A análise do material permitiu o surgimento de quatro eixos temáticos: alta-definição, multiprogramação, interatividade e portabilidade, sendo que neste trabalho é dada ênfase aos dois últimos. As conclusões mostram que existem muitas expectativas em relação à TV Digital , embora atualmente ainda não passe de sinônimo de alta definição de imagem e som. No sentido de mudanças significativas, a TV tem seu papel a ser repensado entre os meios de comunicação, principalmente quando relacionados à educação, permanecendo a incógnita de qual função social a TV Digital passaria a ter no contexto dos modos de recepção das novas mídias digitais como a interatividade da internet, redes sociais virtuais e vídeos sob demanda. Finalmente, a pesquisa aponta para necessidade de novas investigações que avancem no sentido da reverberação das vozes do campo da educação sobre esse que é um dos temas mais relevantes na discussão atual de mídia no Brasil.
This work aims to study the introduction of digital TV in Brazil under the aspects of education and culture. To examine the cultural instances that mediate this transition was considered crucial, since both in the marketplace and in academia, the newly established, operating Brazilian System of Digital Terrestrial TV (SBTVD-t) is seen as an opportunity for digital inclusion, as well as for creating new content and bring about synergies with other digital media. The research is based on official documents, published papers, interviews with experts, and participation in international conferences on the subject. The study of teachers’s and students’s “social representations” of digital TV constituted another subject of the present research. Four themes emerged through the analysis of the material: high definition, multiprogramming, portability and interactivity. Emphasis was given to the last two. The conclusions show that while expectations are extremely positive, digital TV currently is no more than a synonym of high-definition for picture and sound. Its role has to be rethought in the communication scenario, especially in relation to education. Moreover, its social function still needs to be better understood in the context of the reception of new digital media (e.g. internet interactivity of the Internet, virtual social networks, video on demand). Finally, the research points to the need for further research to move towards more connections with the field of education, which is central in discussions about the media in Brazil.

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Valtolina, S. "Interactive Knowledge Management in Cultural Contexts." Doctoral thesis, Università degli Studi di Milano, 2008. http://hdl.handle.net/2434/50125.

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The research I present will focus on the design of knowledge intensive interactive systems able to facilitate an effective collection, organization, interaction, valorisation and experience of cultural heritage (CH). The effective presentation of cultural heritage information, typically complex and rich, requires sophisticated systems integrating techniques from different areas, mainly human computer interaction (HCI) and knowledge management. The key is the design of information architectures able to combine different fruition data patterns into specific interactive environments. Cultural heritage is a knowledge intensive domain that requires information interaction techniques in order to address the complexity of the information and knowledge base in each cultural aspect. This research proposes a conceptual framework for interaction methods in the context of knowledge-intensive interactive systems; the goal of such methods is to exploit mechanisms for integrating, enhancing and interacting with information in a form that responds to the fruition context of the final user.

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Puckreesamy, Sashika. "Therapist perceptions of narcissism in traditional cultural contexts." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19872.

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Narcissism, often linked to a sense of entitlement and inflated sense of self, is a complex condition that has been studied for approximately a century. It is typically associated with individualistic cultures, which place emphasis on the self. Although much is known about narcissism, there is far less knowledge on narcissism in collectivist cultures. The Xhosa culture is commonly seen as a collectivist culture. No research to date has been conducted on this construct with Xhosa-speaking South Africans. The aim of the study was to explore and describe therapist perceptions of narcissism in traditional cultural contexts. The objectives of the study included an investigation into how narcissism presents in the Xhosa culture, and an exploration of the narcissistic elements that manifest more prominently. A qualitative, exploratory descriptive research design was employed, and snowball sampling was used to identify psychologists from the Nelson Mandela Metropole for inclusion in the study. Semi-structured interviews were used to gather data, and data was analysed by thematic analysis. The findings of the thematic analysis consisted of six themes, which are thoughts on the Xhosa culture, culture and personality, contemporary Western theory lacking, traits, parenting, and interpersonal and personal difficulties. These themes reflect the participants’ experience, thoughts, and opinions on narcissism in individuals from the Xhosa culture.

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Buchanan, Sarah. "Remapping Galatians in new cultural and linguistic contexts." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705652.

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This study brings together insights from translation studies, linguistics, church history and biblical studies in a comparative analysis of keywords from the New Testament book of Galatians. The overarching question of this work is: how do concepts travel? The main theoretical catalyst for this research is Raymond Williams' "Keywords: a vocabulary of culture and society" (1976), in which Williams recognises the importance of certain words in key debates and subtle connections between words that may exhibit ideological positions and worldviews. The subsequent research questions are: how are keywords translated to reveal ideological positions? And, how might the mapping and remapping of keywords from Galatians serve to reflect and indeed effect religious identities and inter-confessional relations today? Nine keywords are explored in terms of their mappings and remappings in both pivotal moments in Church history (such as the Reformation and the emergence of Liberation Theology and Pentecostal ism) and in the practice of contemporary Bible translation. The corpus comprises sixteen Bible translations written for a variety of purposes across French, German, Spanish and English.

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Lusher, Dean Stewart. "Masculinities in local contexts : structural, individual and cultural interdependencies /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002448.

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Stirling, D. Grant. "The narrativity of narcissism cultural contexts of contemporary American metafiction /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/NQ27324.pdf.

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Al-Maiyah, Sura Ali. "Daylighting and sustainability of place in cultural built heritage contexts." Thesis, University of Ulster, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479159.

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Baker, Robert Patrick. "Contexts of cultural capital in collaborative practice in further education." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19306/.

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This study explores ownership and manifestations of cultural capital (Bourdieu 1984) demonstrated by a sample of lecturers in the UK Further Education ('FE') sector and the influence this has on cross-college collaborative practice. The research was conducted at three colleges in the English Midlands in 2010-11 employing a researcher-as-bricoleur approach (Kincheloe 2002). Knowledge explaining inhibitor or activator mechanisms involved in collaborative working is essential if the sector is to gain from the opportunities of innovative problem solving afforded by communities of practice (Wenger et al. 2002). The significance of this knowledge is amplified when considered against the background of efficiency pressures resulting from funding cuts to FE proposed in the Government's 2010 Comprehensive Spending Review. The study found the types and magnitude of lecturers' cultural capital and the patterns of its deployment should act, in the main, as enablers for collaborative practice. Despite their middle-class professional status lecturers tend to exhibit popularist to middlebrow cultural affinities. The minority of practitioners who possessed 'highbrow' cultural capital tend to classify as cultural omnivores rather than exhibiting traits solely associated with univores (Peterson 1992, Peterson and Kern 1996). Few lines of cultural cleavage were found, with one notable exception. There was evidence of antipathy resulting from dislocations of capital owned by lecturers delivering Higher Education programmes in the FE environment and their predominantly FE line managers and FE lecturer colleagues. The asset value of cultural capital is depressed in comparison to more valuable 'organisational knowledge' capitals, for example an understanding of college bureaucratic practice and procedure. Deployment of high cultural capital where it might be exchanged for status tends to be suppressed. There was evidence of strong enthusiasm for collaboration, possibly due to the tolerance of the cultural omnivore (Erickson 1996), but Homo Actificivm is encountering significant obstacles to cross-college working: physical isolationism, the precarite of job insecurity (Bourdieu 1998a), andrestrictions imposed by inter-departmental competition within college. The thesis argues that to promote innovative collaborative practice Further Education colleges should rebalance the emphasis in their accommodation strategies to give more of an equal weighting to staff provision as they do for students. In the light of the findings, wherever possible, colleges should consider enlarging staffrooms and providing additional cost-efficient informal social network spaces for their staff organised around the optimum 'Dunbar number' (Dunbar 1992) in order to catalyse 'community'. The lecturer 'species' Homo Artificium is contrived from the study's results. Its name, etymologically from the Latin 'artificium', encompasses the notion of skill, ability and opportunity. It attempts to encapsulate FE's raison d'etre that of the UK's "Lifelong Learning and Skills Sector". The characteristics of the species are dissimilar to a distant relative, Homo Academicus, postulated by Bourdieu (1984b) following his research into the cultural capital possessed by Parisian university academics [pun intended]. My interpretation of Homo Artificium is depicted on the bookmark.

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Preechachanchai, Oraphin, and Promporn Wangwacharakul. "From Japan to Sweden; Lean Product Development System in Cultural Contexts." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70175.

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Irresistibly, Lean has been well-known among manufacturers around the world for quite sometimes due to Toyota success story of Toyota Production System (TPS) or so-called Lean manufacturing. Now that many organizations are going toward the concept of Lean enterprise, this thesis tries to study about Lean Product Development System (LPDS) which is a part it. Owing to the fact that LPDS is a socio-technical system originated from Japanese cultural background, to understand and should how LPDS is adopted in Swedish organizations become our main purpose. The thesis consists of three research questions- i.e. 1) what are pros and cons of LPDS, 2) what is Swedish style LPDS and how does it compare to the original Japanese one, and 3) should Swedish companies transform LPDS into their organizations; if yes, how. This study adopts a cultural framework to analyze and compare the Swedish LPDS and the Japanese one. The thesis can be separated into three main theoretical parts- i.e. LPDS, cultures, and change management. Two managers from two companies, one LPDS consultant, and one PhD student were interviewed for empirical data. Regarding to the first research question, both primary (interview) and secondary data are used; in order to analyze advantages and weaknesses of LPDS. Then, based on a literature review and empirical findings, Swedish LPDS principles were concluded and compared to the Japanese ones according to the second research question. Lastly, Swedish cultures, creativity perspective, and change management theories were deployed to provide managerial guidelines on how Swedes interpret and adopt LPDS in their organizations. Accordingly, there are several pros and cons of LPDS (e.g. systematic decision making enhancement, transparency of information sharing, dynamic organizational learning) and they occur along the process of LPDS transformation into organizations. For cons, conclusion as of now is that most of LPDS weaknesses come from the method level, in which no one really knows what the real "Lean" is and leads to misinterpretation of principles. Owing to the fact that LPDS is a socio-technical system, it requires firms to adapt their strategies and cultures before adopting LPDS principles. Hence, LPDS needs to be interpreted and put into use case by case, depending on organizational characteristics. There are 14 principles of Swedish LPDS as concluded in this study. They are both similar and different from the Japanese original ones. The basic principles of LPDS, which are standardization, supplier involvement, continuous improvement, and visualization, are employed explicitly in both Japanese and Swedish LPDS. Moreover, both apply set-based concurrent engineering, front-loading, leveled product development process, and cross-functional team in NPD projects in their LPDS practices. The main differences are that Swedish LPDS focuses more on enhancing creativity than those of Japanese. Moreover, leadership style differs due to different cultural background. Besides, some other minor differences are also pointed out in this report. This leads to an answer to the last research question. Swedes should adopt LPDS in incremental manners to develop their organizations into the direction lead by LPDS, while preserving the creativity which is beneficial to product development processes. Finally, some guidelines of LPDS interpretation and adoption are also suggested based on change management theories and Swedish cultures.

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Partovi, Tazeh Kand Parviz. "Adaptations of Hamlet in different cultural contexts : globalisation, postmodernism, and altermodernism." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19264/.

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Although there has traditionally been a resistance to the study of adaptations, adaptation studies as a subsection of 'intertextuality‘ currently has a significant place in academic debates. Hamlet is "the Mona Lisa of literature" (T.S. Eliot), and has been the subject of constant scrutiny, mythologizing and adaptation. Hamlet has been adapted and appropriated into and by various cultural contexts. Even confining our attention to the same medium as Shakespeare‘s text, there exists an array of theatrical adaptations in languages and cultures as diverse as Persian, Korean, Arabic, German, Russian, and Turkish. Borrowing Ludwig Wittgenstein‘s metaphor of 'family resemblance,‘ I argue the usefulness of his idea, enabling us to examine not simply a small number of common properties among adaptations of Hamlet, but rather to explore the 'complicated network of similarities overlapping and criss-crossing‘ (Philosophical Investigations, §66). I further propose subdividing the 'global family‘ of Hamlets from around the world that participate in this/these web-like resemblances into 'local families‘ of adapted Hamlets, to enable better intercultural and cross-cultural studies. In this thesis I analyse seven theatrical adaptations of Hamlet in Turkish, Russian, Arabic and Persian cultural contexts, from the perspectives of postmodernism, globalisation and altermodernism. I also scrutinise the Persian family of Hamlet in the light of 'intertextuality‘. Given that each adaptation per se brings together 'self‘ and 'other‘ at the same time, I go on to coin two new terms: homointertextuality and heterointertextuality, in order to explore fully the various connections of the adaptations of Hamlet in Iran with the 'cultural self‘ (Persian culture) and the 'cultural other‘ (Anglophone culture).

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Books on the topic "Cultural Contexts"

Rehmann-Sutter, Christoph, Marcus Düwell, and Dietmar Mieth, eds. Bioethics in Cultural Contexts. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4241-8.

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Arthur, Nancy, ed. Counselling in Cultural Contexts. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00090-5.

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Miranda, Antoinette Halsell, ed. Consultation Across Cultural Contexts. New York : Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315757049.

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N, Martin Judith, Nakayama Thomas K, and Flores Lisa A, eds. Readings in cultural contexts. Mountain View, Calif: Mayfield Pub. Co., 1998.

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Karandashev, Victor. Romantic Love in Cultural Contexts. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42683-9.

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Penelope, Gouk, ed. Musical healing in cultural contexts. Aldershot: Ashgate, 2000.

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1956-, Rios Francisco, ed. Teacher thinking in cultural contexts. Albany: State University of New York Press, 1996.

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Stuart, Reifel Robert, ed. Play contexts revisited. Stamford, Conn: Ablex Publishing Corporation, 1999.

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Kristine, Blair, ed. Cultural attractions/cultural distractions: Critical literacy in contemporary contexts. Upper Saddle River, N.J: Prentice Hall, 2000.

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Mbokazi, Sandile S. Planning in different socio-cultural contexts. Pietermaritzburg: KwaZulu-Natal Planning & Development Commission, 2010.

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Book chapters on the topic "Cultural Contexts"

Thompson, Neil. "Cultural contexts." In Theorizing Social Work Practice, 108–22. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01416-0_7.

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Pattison, Bruce. "Cultural Contexts." In Homage to W. R. Lee, edited by Arthur van Essen and Edward I. Burkhart, 293–96. Berlin, Boston: De Gruyter, 1992. http://dx.doi.org/10.1515/9783110870541-038.

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Thompson, Neil. "Cultural contexts." In Theorizing Practice, 116–30. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60952-6_8.

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Baillie, Abigail. "Cultural Understanding and Communication." In Consultation Across Cultural Contexts, 139–50. New York : Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315757049-11.

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Rehmann-Sutter, Christoph, Marcus Düwell, and Dietmar Mieth. "INTRODUCTION." In Bioethics in Cultural Contexts, 1–10. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4241-8_1.

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MORDACCI, ROBERTO. "RECOGNITION AND RESPECT FOR PERSONS A Personalistic Interpretation of Kant’s Categorical Imperative." In Bioethics in Cultural Contexts, 129–43. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4241-8_10.

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BEYLEVELD, DERYCK. "RATIONALITY IN BIOETHICS Reasonable Adjudication in a Life and Death Case of the Separation of Conjoined Twins1." In Bioethics in Cultural Contexts, 145–62. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4241-8_11.

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CORTINA, ADELA. "THE PUBLIC ROLE OF BIOETHICS AND THE ROLE OF THE PUBLIC." In Bioethics in Cultural Contexts, 165–74. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4241-8_12.

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GRAUMANN, SIGRID. "EXPERTS ON BIOETHICS IN BIOPOLITICS." In Bioethics in Cultural Contexts, 175–85. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4241-8_13.

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WIESEMANN, CLAUDIA. "THE CONTRIBUTION OF MEDICAL HISTORY TO MEDICAL ETHICS The Case of Brain Death." In Bioethics in Cultural Contexts, 187–96. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4241-8_14.

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Conference papers on the topic "Cultural Contexts"

Mrozek, Jaroslaw. "SOCIAL-CULTURAL CONTEXTS OF MATHEMATICS." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b31/s11.090.

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Jakubovska, Kristina. "CULTURAL TRADITIONS REVITALISATION AND ITS CONTEXTS." In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s11.093.

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Bowen, Judy, and Annika Hinze. "Participatory Design in Māori Cultural Contexts." In 17th IFIP TC.13 International Conference on Human-Computer Interaction. Cardiff University Press, 2020. http://dx.doi.org/10.18573/book3.ap.

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Wyche, Susan. "Using Cultural Probes In New Contexts." In CSCW '19: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311957.3359454.

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Rahardi, R. "Cultural Contexts as Determinants of Speaker’s Meaning in Culture-Specific Pragmatics." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292181.

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Hartescu, Ioana. "ONE SIZE FITS ALL? – CULTURAL DIVERSITY REFLECTED IN INSTRUCTIONAL DESIGN MODELS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-080.

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Online learning programs have become more accessible to a wide range of learners all over the world. This raises the question whether differences between various groups are taken into consideration in the design of these programs. While new devices and technologies make learning more readily available, ignoring cultural issues can lead to a total breakdown of communication. This study aims to investigate how issues of culture should influence instructional design of online courses. Globalization of education led to a need to consider cultural diversity as an important factor in the adoption and effectiveness of learning. This is enhanced by the fact that e-learning breaks time and space barriers, being available to students from any geographical area, interacting outside the boundaries of a common context. Learners have the opportunity to study anytime, anywhere. Universities are becoming more open to international students; some are setting branch campuses in different parts of the world. Multinational organizations have offices in different countries, staffed with local employees, who need to work in a similar way with their colleagues all over the world. Interdisciplinary teams are required to work together and find a common language. In all cases, instructional designers are creating courses for people from a different culture than their own, and often for heterogeneous audiences coming from a multitude of cultures, each student needing to transfer what they learn into their own context. The paper defines culture, starting from Hofstede’s five dimensions characterizing national cultures (Hofstede, 1996), and argues that in the context of online learning the notion of culture should be extended to include other cultural models, apart from the national one, such as organizational culture and professional groups culture (Schein, 1990). Acknowledging that culture means more than nationality, and individuals often belong to more than one culture (Collis, 1999) helps paint a complex situation which the instructional designer must deal with. Given the complexity of the context presented above, the present study investigates how do models of instructional design take into account cultural diversity, by answering the following research questions: • Should instructional design take into account cultural aspects at all? • Should instructional design strive for a culture-free product? • How can the instructional design model incorporate awareness of cultural issues? • What are the implications for instructional designers and their professional development? A fairly wide range of responses and models are suggested by the literature (and are detailed in the full paper), but the responsibility of choosing and applying them lies with the instructional designer. Since culture is a relatively new concern in the field of instructional design, few of these models were applied in contexts significant enough in order to generate solid recommendations or to indicate an obvious choice. This situation makes the decision of instructional designers even more difficult. The voices of instructional designers are also presented, combining the results of the study did by Rogers, Graham and Mayes (2007) into instructional designers creating courses for students from various national cultures, with the results of a case study research conducted by the author regarding instructional designers working for learners from various organizational and professional cultures. Recommendations into further research connected to the issues identified conclude the paper.

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Hautasaari, Ari. "Session details: Session 4: cultural contexts for interaction." In CABS '14: Collaboration Across Boundaries: Culture, Distance & Technology. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/3255961.

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Nelson, Afton, Kristijan Civljak, and Heather Mitchell. "CONFIDENCE AS A MODULATOR IN COVID-19 PANDEMIC BEHAVIORS AND PERSPECTIVES?" In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/25.

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Since the start of the COVID-19 pandemic, individuals have been divided about the best course of action. The media has continued to highlight aspects of the uncertainty and discontent of individuals around the globe. Although fundamental, general confidence in oneself and in others may largely contribute to such behaviors and perspectives. The present study investigated an array of variables pertaining to pandemic-specific confidence, decision-making, and subjective perspectives. This article addresses the findings concerning confidence in the pandemic within and across cultures. 622 complete questionnaires were collected through an online survey, of which 561 were divided into three cultural groups (United States, Other Western countries, Non-Western countries) and analyzed across confidence contexts. Cultural groups were based on geography, response frequency, and general cultural tendencies. The findings indicate greater confidence in self-relevant contexts, such as own actions and decision-making, compared to other-relevant contexts, in others’ actions and decision-making. Confidence further differentiated across cultural groups, demonstrating minute but notable differences in reported confidence across contexts. These findings provide preliminary evidence that confidence is an underlying modulator in pandemic behaviors and decision-making. Such findings also suggest potential differences across cultures, which should be further expounded on in future research.

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Hettiarachchi, A. D., and W. M. N. D. Ranasinghe. "User experience in traditional domestic preparation products in different cultures of Sri Lanka: Special reference to String Hopper Press (“Idiappa Wangediya”)." In Independence and interdependence of sustainable spaces. Faculty of Architecture Research Unit, 2022. http://dx.doi.org/10.31705/faru.2022.15.

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Traditional domestic manual handling products have many unique characteristics according to cultural backgrounds. Although to complete one task, people are using different products in different contexts in Sri Lanka. These products have cultural (Sinhala, Tamil, Muslim) related practices, thinking patterns and different user experiences with a specific context. But after globalization these products have been developed and replaced with other products. Therefore, user perspectives, behaviors, and relationships with cultural products and users have changed. Therefore, research contains user experience in String Hopper Press (“Idiappa Wangediya”) and its variations in many other cultures in Sri Lanka. Samples are selected according to the current use and available products in the market. The analysis is based on User Experience theories. Finally, traditional products used in different cultures have different user experiences that are gained from cultural values. Therefore, it is hard for users to adapt to other products from different cultures and hard to change usual behaviors with the product

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Bernabé Villodre, María Del Mar. "EDUCATIONAL APPROACHES FOR CULTURAL DIVERSITY IN SALVADORAN MARGINAL CONTEXTS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1069.

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Reports on the topic "Cultural Contexts"

Dessaso, Christopher D. Toward Development of Afghanistan National Stability: Analyses in Historical Military and Cultural Contexts. Fort Belvoir, VA: Defense Technical Information Center, May 2010. http://dx.doi.org/10.21236/ada522988.

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AlSheikhTheeb, Thaer, AynurGul Sahin, Salma Abdelrahman, Rachel Chuang, Friedrich Affolter, Bayan Al Mekdad, Rani Sabboura, and Yazeed Shequem. Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? EdTech Hub, August 2022. http://dx.doi.org/10.53832/edtechhub.0123.

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The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org

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Morrison, Dawn, and Adam Smith. Fort Huachuca history of development : existing reports and contexts. Engineer Research and Development Center (U.S.), January 2021. http://dx.doi.org/10.21079/11681/39479.

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The Fort Huachuca Environmental and Natural Resources Division (ENRD) tasked ERDC-CERL to compile a history of the development of Fort Huachuca for use in evaluating existing facilities and how they fit within the larger, overarching history of the fort. Fort Huachuca desires a comprehensive history of the fort for use in better understanding how its various facilities integrate into the overall history and development of the fort and its existing National Historic Landmark (NHL) and proposed existing evaluated, eligible, and listed National Register of Historic Places (NRHP) properties and districts. This comprehensive history will help ENRD in making determinations on how to address future National Register of Historic Places (NRHP) nominations and/or recommendations for adding new historic districts or expanding the existing historic district. ERDC-CERL compiled content from 18 existing historic contexts, building inventory and cultural re-sources reports, NRHP nomination and registration forms, and Historic American Buildings Survey (HABS) forms previously completed for the ENRD, and used these resources to compile the current history.

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Bayley, Stephen, Darge Wole, Louise Yorke, Paul Ramchandani, and Pauline Rose. Researching Socio-Emotional Learning, Mental Health and Wellbeing: Methodological Issues in Low-Income Contexts. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/068.

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This paper explores methodological issues relating to research on children’s socio-emotional learning (SEL), mental health and wellbeing in low- and lower-middle-income countries. In particular, it examines the key considerations and challenges that researchers may face and provides practical guidance for generating reliable and valid data on SEL, mental health and wellbeing in diverse settings and different cultural contexts. In so doing, the paper draws on the experience of recent research undertaken in Ethiopia to illustrate some of the issues and how they were addressed. The present study extends earlier 2018-2019 RISE Ethiopia research, expanding its scope to consider further aspects of SEL, mental health and wellbeing in the particular context of COVID-19. In particular, the research highlights that the pandemic has brought to the fore the importance of assessing learning, and learning loss, beyond academic learning alone.

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Wandji, Dieunedort, Jeremy Allouche, and Gauthier Marchais. Vernacular Resilience: An Approach to Studying Long-Term Social Practices and Cultural Repertoires of Resilience in Côte d’Ivoire and the Democratic Republic of Congo. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/steps.2021.001.

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This working paper aims to situate our research project within the various debates around resilience. It advocates a historical, cultural and plural approach to understanding how communities develop and share resilient practices in contexts of multiple and protracted crises. A focus on ‘vernacular’ resilience, as embedded in social practices and cultural repertoires, is important since conventional approaches to resilience seem to have overlooked how locally embedded forms of resilience are socially constructed historically. Our approach results from a combination of two observations. Firstly, conventional approaches to resilience in development, humanitarian and peace studies carry the limitations of their own epistemic assumptions – notably the fact that they have generic conceptions of what constitutes resilience. Secondly, these approaches are often ahistorical and neglect the temporal and intergenerational dimensions of repertoires of resilience. In addition to observable social practices, culture and history are crucial in understanding the ways in which vernacular and networked knowledge operates.

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Wandji, Dieunedort, Jeremy Allouch, and Gauthier Marchais. Vernacular Resilience: An Approach to Studying Long-Term Social Practices and Cultural Repertoires of Resilience in Côte d’Ivoire and the Democratic Republic of Congo. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/steps.2021.002.

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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.

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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.048.

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Baxter, Carey, Susan Enscore, Ellen Hartman, Benjamin Mertens, and Dawn Morrison. Nationwide context and evaluation methodology for farmstead and ranch historic sites and historic archaeological sites on DoD property. Engineer Research and Development Center (U.S.), March 2021. http://dx.doi.org/10.21079/11681/39842.

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The Army is tasked with managing the cultural resources on its lands. For installations that contain large numbers of historic farmsteads, meeting these requirements through traditional archaeological approaches entails large investments of personnel, time and organization capital. Through two previous projects, Engineer Research and Development Center, Construction Engineering Research Laboratory (ERDC-CERL) cultural resource management personnel developed a methodology for efficiently identifying the best examples of historic farmstead sites, and also those sites that are least likely to be deemed eligible for listing on the National Register of Historic Places. This report details testing the applicability of the methodology to regions across the country. Regional historic contexts were created to assist in the determination of “typical” farmsteads. The Farmstead/Ranch Eligibility Evaluation Form created by ERDC-CERL researchers was revised to reflect the broader geographic scope and the inclusion of ranches as a property type. The form was then used to test 29 sites at five military installations. The results of the fieldwork show this approach is applicable nationwide, and it can be used to quickly identify basic information about historic farmstead sites that can expedite determinations of eligibility to the National Register.

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Conviviality-Inequality in Latin America, Maria Sibylla Merian Centre. Conviviality in Unequal Societies: Perspectives from Latin America Thematic Scope and Preliminary Research Programme. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2017. http://dx.doi.org/10.46877/mecila.2017.01.

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The Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America (Mecila) will study past and present forms of social, political, religious and cultural conviviality, above all in Latin America and the Caribbean while also considering comparisons and interdependencies between this region and other parts of the world. Conviviality, for the purpose of Mecila, is an analytical concept to circumscribe ways of living together in concrete contexts. Therefore, conviviality admits gradations – from more horizontal forms to highly asymmetrical convivial models. By linking studies about interclass, interethnic, intercultural, interreligious and gender relations in Latin America and the Caribbean with international studies about conviviality, Mecila strives to establish an innovative exchange with benefits for both European and Latin American research. The focus on convivial contexts in Latin America and the Caribbean broadens the horizon of conviviality research, which is often limited to the contemporary European context. By establishing a link to research on conviviality, studies related to Latin America gain visibility, influence and impact given the political and analytical urgency that accompanies discussions about coexistence with differences in European and North American societies, which are currently confronted with increasing socioeconomic and power inequalities and intercultural and interreligious conflicts.

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