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Journal articles on the topic 'Practice and identity framework'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Susilo, Sulistiyono, and Ibnu Syato. "Common identity framework of cultural knowledge and practices of Javanese Islam." Indonesian Journal of Islam and Muslim Societies 6, no. 2 (2016): 161. http://dx.doi.org/10.18326/ijims.v6i2.161-184.

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Previous literatures apparently argued that Javanese Islam is characterized by orthodox thought and practice which is still mixed with pre-Islamic traditions. By using approach of the sociology of religion, this article tries to explain contextualization of Islamic universal values in local space. The results showed that synthesis of orthodox thought and practice with pre-Islamic traditions is doubtless as a result of interaction between Islam and pre-Islamic traditions during the Islamization of Java. In addition, this study found the intersection of Islam and Javanese culture in the terms of

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Epp, Amber M., and Linda L. Price. "Family Identity: A Framework of Identity Interplay in Consumption Practices." Journal of Consumer Research 35, no. 1 (2008): 50–70. http://dx.doi.org/10.1086/529535.

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Park, Jin Suk. "After pain comes joy: identity gaps in employees ' minds." Personnel Review 43, no. 3 (2014): 419–37. http://dx.doi.org/10.1108/pr-01-2013-0001.

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Purpose – The purpose of this paper is to bridge the theory of organisational identity and the practice of HR management. Design/methodology/approach – This conceptual paper starts from the fundamental questions about employees ' defining-self in workplaces. Specifically, this paper examines the organisational identity by adopting a process model of sensemaking which assumes a dynamic cycle between the sensebreaking and sensegiving activities. Based on this, this paper develops and provides a practical framework for HR practitioners and a theoretical implication for academic researchers. Findi

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Zubriski, S., M. Norman, L. Shimmell, R. Gewurtz, and L. Letts. "Professional identity and emerging occupational therapy practice: An autoethnography." Canadian Journal of Occupational Therapy 87, no. 1 (2019): 63–72. http://dx.doi.org/10.1177/0008417419870615.

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Background. Research about occupational therapy practice in the community with people who have been imprisoned remains limited and may be considered an emerging area of practice. Purpose. This paper provides a critical, first-person account about emerging occupational therapy practice with men transitioning to the community post-imprisonment. The practice context is described and reflected on from the lens of a new graduate. Methods. Autoethnography draws meaning from reciprocal interactions between an individual and a culture. Data was collected by the primary author through reflective journa

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Moradi, Bonnie, Linda Mezydlo Subich, and Julia C. Phillips. "Revisiting Feminist Identity Development Theory, Research, and Practice." Counseling Psychologist 30, no. 1 (2002): 6–43. http://dx.doi.org/10.1177/0011000002301002.

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The model of feminist identity development proposed by Downing and Roush in 1985 is revisited as a potentially useful framework in counseling psychology theory, research, and practice. An examination of the historical context from which the model arose illustrates how it advanced theory in the psychology of women. A critical review of the extant empirical literature is generally supportive of the model's original tenets and is indicative of its promise for application to practice. However; measurement and methodological concerns point to the need for more research, especially on the model's re

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Guowei Jian. "Articulating circumstance, identity and practice: toward a discursive framework of organizational changing." Organization 18, no. 1 (2010): 45–64. http://dx.doi.org/10.1177/1350508410373672.

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Ishihara, Noriko, and Julia Menard-Warwick. "In “sociocultural in-betweenness”: Exploring teachers’ translingual identity development through narratives." Multilingua 37, no. 3 (2018): 255–74. http://dx.doi.org/10.1515/multi-2016-0086.

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Abstract In this article, we investigate second/foreign language teachers’ translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers’ intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers’ identity on their practice but also highlight the influences of language teaching itself on teacher identity development. In this process, an emergent theoretical framework of translingual practice becomes particularly useful in interpreting our participants’ “socio

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Priddy, Kristen D. "Framework for apprenticeship in ethical comportment and formation." Journal of Nursing Education and Practice 8, no. 12 (2018): 49. http://dx.doi.org/10.5430/jnep.v8n12p49.

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Recently the literature on preparing students for nursing and other professions has emphasized the need for attention to civility, ethical comportment, and formation of professional identity. Nursing educators play a key role in supporting the formation of ethical comportment and professional nursing identity. Although a number of frameworks exist for the formation of identity, there are none that address the interaction between nursing educators and students or the role of nursing educators in implementing effective pedagogies for formation. In this article a framework developed from existing

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Armitage-Chan, Elizabeth. "Best Practice in Supporting Professional Identity Formation: Use of a Professional Reasoning Framework." Journal of Veterinary Medical Education 47, no. 2 (2020): 125–36. http://dx.doi.org/10.3138/jvme.0218-019r.

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Guo, Ken H. "The Institutionalization of Commercialism in the Accounting Profession: An Identity-Experimentation Perspective." AUDITING: A Journal of Practice & Theory 35, no. 3 (2015): 99–117. http://dx.doi.org/10.2308/ajpt-51337.

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SUMMARY This paper draws on theories of institutional work, institutional experimentation, and identity work to develop a conceptual framework of identity experimentation in order to better understand the institutionalization of commercialism in the accounting profession. The framework highlights two key collective identity-experimentation strategies by the profession: boundary work (claiming auditor knowledge and traits and redefining auditors as “versatile experts”) and practice work (reinventing audit to create an “expert work” identity and tailor-making expert work to fit the image of supe

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Finnis, Katerina A. "Variation within a Greek-Cypriot community of practice in London: Code-switching, gender, and identity." Language in Society 43, no. 3 (2014): 287–310. http://dx.doi.org/10.1017/s0047404514000207.

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AbstractThe past two decades have seen an explosion of interest in interactionally orientated perspectives on identity. The Community of Practice framework was employed by sociolinguists working within this paradigm because it firmly grounds identity in social practice seeing it as a process that speakers engage in during actual interactions. Interest in variation within communities of practice is growing, as the well-boundedness of linguistic and social concepts (including identity and language) is increasingly questioned. The current article develops this perspective by exploring code-switch

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Dawson, Veronica R. "Fans, Friends, Advocates, Ambassadors, and Haters: Social Media Communities and the Communicative Constitution of Organizational Identity." Social Media + Society 4, no. 1 (2018): 205630511774635. http://dx.doi.org/10.1177/2056305117746356.

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Organizational identity is always somewhat socially co-authored. The social-media context provides an opportunity to interrogate the extent of this co-authoring in an interaction-heavy and difficult to control environment. This article presents a typology of online communities that co-author organizational identity through confirming and disconfirming identity messages. Through extensive qualitative research, including interviews, marketing meetings observations, and social media interaction observations, social media communicative practices are examined through a communication constitutive of

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Van Zoest, Laura, and Jeffrey Bohl. "Mathematics Teacher Identity: a framework for understanding secondary school mathematics teachers’ learning through practice." Teacher Development 9, no. 3 (2005): 315–46. http://dx.doi.org/10.1080/13664530500200271.

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Cataldo, James M., and J. Morris McInnes. "The Accounting Identity and the Identity of Accountants: Accounting's Competing Paradigms through the Prism of Professional Practice." Accounting and the Public Interest 11, no. 1 (2011): 116–29. http://dx.doi.org/10.2308/apin-10122.

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ABSTRACT The “Accounting Identity,” Assets = Liabilities + Equity, is emblematic of the quest for a concise and universal conceptual framework for the discipline of accounting. This essentially idealistic aspiration stands in opposition to more context-sensitive perspectives, such as socio-historical and postmodern schools of accounting thought. We examine these competing paradigms on both the macro level of standards setting and on the more intimate level of professional identity. In this paper, we argue that the practice of accounting finds stronger support and commonality with context-sensi

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McCarthy, M. Patrice, and Jeffrey S. Jones. "The Medicalization of Nursing: The Loss of a Discipline's Unique Identity." International Journal for Human Caring 23, no. 1 (2019): 101–8. http://dx.doi.org/10.20467/1091-5710.23.1.101.

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The authors propose that the evolution of the role development for generalist and advanced practice nursing is increasingly at odds with the contemporary scholarship of the discipline and ultimately betrays the unique identity and autonomy of the nursing profession. The development of the evidence-based practice movement in medicine and nursing is explored as the predominant theoretical framework guiding nursing practice. Professional challenges and recommendations to reclaim the unique nature of nursing are discussed with attention to the implications for the educator, clinician, and scholar.

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Corlett, Sandra, and Sharon Mavin. "Intersectionality, identity and identity work." Gender in Management: An International Journal 29, no. 5 (2014): 258–76. http://dx.doi.org/10.1108/gm-12-2013-0138.

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Purpose – The purpose of this paper is to introduce the Special Issue developed from a joint research seminar of the Gender in Management and Identity Special Interest Groups of the British Academy of Management, entitled “Exploring the Intersectionality of Gender and Identity”. It also presents an introductory literature review of intersectionality for gender in management and identity/identity work researchers. The authors highlight the similarities and differences of intersectionality and identity approaches and introduce critiques of intersectional research. They then introduce the three p

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Pandhiani, Saima Murtaza, and Sumera Umrani. "Identity Negotiation of Female ESL Learners: Communities of Practice Perspective." Grassroots 55, No 1 (2021): 127–44. http://dx.doi.org/10.52806/grassroots.v55i1.3765.

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This qualitative study employs Communities of Practice (Lave& Wenger, 1991) framework to map out how female learner identity is built and negotiated within Post-colonial Pakistan. The study traces out the ongoing identity struggles of young Pakistani female ESL learners at The Institute of English Language and Literature (IELL), University of Sindh, Jamshoro, Pakistan, from a broadly poststructuralist perspective .Data analysis and interpretation were guided by CoPframework which views learner as essentially part and parcel of the learning environment within which learning takes places. Th

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Beddoes, Kacey, Devlin Montfort, and Shane Brown. "Accounting for Context beyond Domain: An Authentic Practice-based Framework for Advancing Personal Epistemology Research." International Journal of Learning and Development 7, no. 3 (2017): 73. http://dx.doi.org/10.5296/ijld.v7i3.11430.

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This article presents a practice-based framework for personal epistemology (PE) research that advances recent efforts to broaden personal epistemology research. The framework accounts for empirical experiences and also contributes to on-going theoretical efforts to expand personal epistemology research. Building on the “practice turn” that other fields have taken and learned from, the purpose of this article is four-fold. First, it offers a conceptual framework that addresses theoretical and empirical limitations of personal epistemology as it is currently studied. Second, it advances PE resea

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Stoeffler, Stephen W., Rigaud Joseph, and Ezra Creedon. "The Community Empowerment Framework: A Benchmark for Christian Social Work." Social Work & Christianity 47, no. 3 (2020): 50–65. http://dx.doi.org/10.34043/swc.v47i3.143.

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Despite being a key concept in social work practice, community empowerment has been largely overlooked in the Christian social work literature. One potential explanation for the paucity of publication is arguably a lack of theoretical guidance from scholars who embrace both Christianity and social work. This paper sought to expand the literature by proposing, among other things, the Community Empowerment Framework (CEF) to guide practice within the Christian social work realm. The CEF contains the following nine principles: unit, purpose, power dynamics, needs assessment, inductive reasoning,

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Bridgen, Sean. "Using Systems Theory to Understand the Identity of Academic Advising: A Case Study." NACADA Journal 37, no. 2 (2017): 9–20. http://dx.doi.org/10.12930/nacada-15-038.

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For decades, advising practitioners and scholars have worked toward developing an identity for advising as a unique field of scholarly inquiry and practice. To date, the identity crisis in advising remains. This study presents an examination and description of the function, purpose, and identity of a university advising system through comparisons of ideals espoused by advisors and administrators with practice. Based on systems theory as a framework, this study shows that the identity of academic advising can be misunderstood because of systemic issues. Addressing systemic flaws may help clarif

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Brown, Kimberly Juanita. "The End of the Story: Patriarchy." differences 30, no. 3 (2019): 152–65. http://dx.doi.org/10.1215/10407391-7974044.

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This essay examines the iterations of patriarchy that seamlessly appear in heteronormative familial structures. Specifically, the paper illuminates the practice of patronymic naming—from surnames to name duplications (juniors) in the overarching framework of patriarchy. Such a framework contributes to the ubiquity and rigidity of naming practices and resists alternate ways of presenting generational offspring. Popular culture reinforces patriarchal normalcy via the ritual of representation. This essay explores the ritualized cementing of generational naming and the reverberations of masculine

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Hudson, Seth Andrew. "Re-Imagine Texts, Highlight Identity." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8f011.

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Discussing the topic through experiences in the game writing and narrative design classroom, this talk addresses the effectiveness of incorporating multimedia projects into the revision process. Seeking revision techniques that embraced the best practices of the writing classroom while attempting to extend the work outside of class, the speaker augmented a traditional assignment with an audiovisual revision introduced after an initial text draft. Challenging students to re-imagine alphabetical texts as digital stories requires reflection to express their ideas in novel ways that engage a speci

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Clements, Peter. "Constructing Identity through Practice: Preservice Teachers’ Narratives of Practicum." JALT Postconference Publication 2019, no. 1 (2020): 1. http://dx.doi.org/10.37546/jaltpcp2019-01.

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As a follow-up to a study of the published accounts of preservice teachers (PSTs) in Japan, I conducted interviews with three PSTs before and after their final teaching practicum. The narrative framework and themes generated in the previous study served as a guide to examining the settings, times, and people that the PSTs suggested were significant to their practicum experience. The results complicate and extend the previous findings, providing insight into how the PSTs dealt with stress and negative episodes as well as how their identities as teachers developed through practice. The PSTs’ rel

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Ilyina, O. V., and E. V. Kablukov. "Practices of Constructing Regional Identity in the Media Discourse of Tatarstan." Nauchnyi dialog, no. 3 (March 30, 2020): 52–66. http://dx.doi.org/10.24224/2227-1295-2020-3-52-66.

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The authors consider identity as a conditional discursive construct, the result of subjects of discourse identifications and offer their own methodology for its analysis. It is shown that regional identity can be represented in the form of a model based on spatial and temporal identifications that specify the coordinate system of reality in which there are residents of the region in question. The concept of space-time is complemented by a set of diverse thematic identifications, including economic, political, cultural, ethnic, religious, linguistic, etc. For the first time in the framework of

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John, Jojin V. "Globalization, National Identity and Foreign Policy: Understanding 'Global Korea'." Copenhagen Journal of Asian Studies 33, no. 2 (2016): 38–57. http://dx.doi.org/10.22439/cjas.v33i2.4965.

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One of the striking themes in contemporary South Korean foreign policy is a strong emphasis on achieving seonjinguk (advanced nation) status in international affairs, as articulated in the slogan 'Global Korea'. Engaging with the discourse of globalization, the concept of seonjinguk has provided Korea with an interpretive framework for discussions of its national identity and global position. The historical experience of Korea as a hujinguk (backward country) underlies the emphasis accorded to the goal of becoming seonjinguk. The article argues that the discursive practice of Global Korea was

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Squires, Janet E., Stefanie Linklater, Jeremy M. Grimshaw, et al. "Understanding Practice: Factors That Influence Physician Hand Hygiene Compliance." Infection Control & Hospital Epidemiology 35, no. 12 (2014): 1511–20. http://dx.doi.org/10.1086/678597.

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Objective.To identify the behavioral determinants—both barriers and enablers—that may impact physician hand hygiene compliance.Design.A qualitative study involving semistructured key informant interviews with staff physicians and residents.Setting.An urban, 1,100-bed multisite tertiary care Canadian hospital.Participants.A total of 42 staff physicians and residents in internal medicine and surgery.Methods.Semistructured interviews were conducted using an interview guide that was based on the theoretical domains framework (TDF), a behavior change framework comprised of 14 theoretical domains th

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Creese, Jennifer. "Secular Jewish Identity and Public Religious Participation within Australian Secular Multiculturalism." Religions 10, no. 2 (2019): 69. http://dx.doi.org/10.3390/rel10020069.

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Many Australian Jews label their Jewish identity as secular. However, public representations of Jewish culture within Australian multiculturalism frequently highlight the religious practices of Judaism as markers of Jewish cultural authenticity. This study explores how secular Jews sometimes perform and reference Jewish religious practice when participating in communal events, and when identifying as Jewish to non-Jews in social interactions and in interactions with the state. Ethnographic participant observation and semi-structured in-depth interviews with nine self-identified secular Jews li

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Poole, Adam. "Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework." Journal of Research in International Education 19, no. 2 (2020): 155–71. http://dx.doi.org/10.1177/1475240920954044.

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This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools

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Hanschke, Christina, James Baer, Alok Gangaramany, et al. "Supporting communities of practice – A Journey to effective problem-solving." Gates Open Research 4 (July 17, 2020): 110. http://dx.doi.org/10.12688/gatesopenres.13149.1.

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In contexts of scarce resources, varied assets, and diverse communities, engaging local stakeholders in the problem-solving process is critical to develop interventions for HIV prevention and treatment. Communities of practice (CPs) – groups of people organized around a key purpose and a delivery point – can develop expertise in identifying their local community’s key challenges and selecting viable solutions. We propose a framework for systematically understanding the stages a CP may go through as it develops its capacity to identify and solve problems and implement good practices. Our framew

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Hanschke, Christina, James Baer, Alok Gangaramany, et al. "Supporting communities of practice – A Journey to effective problem-solving." Gates Open Research 4 (March 16, 2021): 110. http://dx.doi.org/10.12688/gatesopenres.13149.2.

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In contexts of scarce resources, varied assets, and diverse communities, engaging local stakeholders in the problem-solving process is critical to develop interventions for HIV prevention and treatment. Communities of practice (CoPs) – groups of people organized around a key purpose and a delivery point – can develop expertise in identifying their local community’s key challenges and selecting viable solutions. We propose a framework, adapted from the CoP model developed by Etienne Wenger, for systematically understanding the stages a CoP may go through as it develops its capacity to identify

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Butts, Janie B., Karen L. Rich, and Jacqueline Fawcett. "The Future of Nursing." Nursing Science Quarterly 25, no. 2 (2012): 151–54. http://dx.doi.org/10.1177/0894318412437955.

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Nurses have long attempted to secure a unique identity for the profession. Many scholars are now promoting an interdisciplinary framework for nursing practice. Fawcett is convinced that interdisciplinary practice poses a danger for nursing to lose its identity and that interdisciplinary practice cannot be successful if members of each discipline do not understand the conceptual models, practice, and research of their own discipline. Dr. Janie Butts and Dr. Karen Rich interviewed Dr. Jacqueline Fawcett about her views related to discipline-specific knowledge and nursing’s future. The authors co

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Diamond, Susannah, and Brian Irwin. "Using e‐learning for student sustainability literacy: framework and review." International Journal of Sustainability in Higher Education 14, no. 4 (2013): 338–48. http://dx.doi.org/10.1108/ijshe-09-2011-0060.

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PurposeThe paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Design/methodology/approachA framework of four areas for developing student sustainability literacy (SSL) was proposed as a basis for analysing practice. A literature review then explored the extent to which e‐learning is used to support embedding SSL in the curriculum, and the types of e‐learning currently in use for this.FindingsE‐learning tools were most frequently used to provide flexible access to information, followed by suppor

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Gu, Mingyue. "Identity construction and investment transformation." Chinese Students: Perspectives on their social, cognitive, and linguistic investment in English medium interaction 18, no. 1 (2008): 49–70. http://dx.doi.org/10.1075/japc.18.1.04gu.

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This paper reports on a qualitative study that investigated the identity negotiation and English learning investment transformation of learners in a Chinese university. The informants included three female undergraduate students from English and Bioscience majors enrolled in a Chinese university. Recordings of conversation, students’ self-reports, and interviews were collected over one and a half years. This paper draws on ideas from the framework of communities of practice (Wenger, 1998), and employs the notions of identity, investment (Norton, 2000). The paper examined how English second lan

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Surdu, Mihai, and Martin Kovats. "Roma Identity as an Expert-Political Construction." Social Inclusion 3, no. 5 (2015): 5–18. http://dx.doi.org/10.17645/si.v3i5.245.

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The creation of an EU Framework for national Roma integration strategies (2011) marks a significant step in the politicisation of Roma identity by ensuring a further increase in the number of initiatives, projects and programmes explicitly targeting Roma. The Framework itself is part of a process that began with postcommunist transition and which has produced historically unprecedented levels of Roma political activism along with a proliferation of national and transnational policy initiatives focussed on Roma identity. In seeking to explain this contemporary political phenomenon, the article

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Rasmussen, Philippa, Tiffany Conroy, and Mette Grønkjær. "Child and adolescent mental health nurses’ perceptions of their professional identity: an exploratory study." Journal of Mental Health Training, Education and Practice 12, no. 5 (2017): 281–91. http://dx.doi.org/10.1108/jmhtep-12-2016-0058.

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Purpose Nurses with specialised knowledge, experience and education are needed to provide specific care in nursing subspecialties such as child and adolescent mental health (CAMH) nursing. However, some of these attributes are implicit and not clear to the wider nursing community. The purpose of this paper is to explore the applicability of a conceptual framework for CAMH inpatient nursing practice to other areas of CAMH nursing practice. This paper presents an exploratory study regarding the applicability of the framework to two small cohorts of CAMH nurses. This study was conducted in Tasman

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Nastasi, Bonnie K. "School Psychologists as Health-Care Providers in the 21st Century: Conceptual Framework, Professional Identity, and Professional Practice." School Psychology Review 29, no. 4 (2000): 540–54. http://dx.doi.org/10.1080/02796015.2000.12086040.

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Bolívar, Antonio. "Marco español para la dirección escolar e identidad profesional: Contexto, desarrollo e implicaciones." education policy analysis archives 27 (September 23, 2019): 114. http://dx.doi.org/10.14507/epaa.27.4544.

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The context of school leadership in Spain (low stability, professional identity, lack of pedagogical leadership) is described, as well as the reasons that led to the directors themselves, grouped by the Federations of their regional Associations (FEDADi, FEDEIP, FEAE), to considerer it necessary to develop a “Spanish Framework for Good School Principalship” (MEBD) in the last two years (2016-2018). But, beyond this, along with other factors, we want to highlight the context to which the Framework responds and the functions it can play to enhance the pedagogical leadership of school administrat

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A. Nancarrow, Susan, Rachael Wade, Anna Moran, Julia Coyle, Jennifer Young, and Dianne Boxall. "Connecting practice: a practitioner centred model of supervision." Clinical Governance: An International Journal 19, no. 3 (2014): 235–52. http://dx.doi.org/10.1108/cgij-03-2014-0010.

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Purpose – The purpose of this paper is to analyse existing clinical supervision frameworks to develop a supervision meta-model. Design/methodology/approach – This research involved a thematic analysis of existing supervision frameworks used to support allied health practitioners working in rural or remote settings in Australia to identify key domains of supervision which could form the basis of supervision framework in this context. A three-tiered sampling approach of the selection of supervision frameworks ensured the direct relevance of the final domains identified to Australian rural allied

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Berry, Stephanie E. "Democracy and the Preservation of Minority Identity: Fragmentation within the European Human Rights Framework." International Journal on Minority and Group Rights 24, no. 3 (2017): 205–28. http://dx.doi.org/10.1163/15718115-02403005.

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The international human rights (ihr) and international minority rights (imr) regimes have very different origins. However, the two regimes converged in the 20th century, and imr are now understood to be a sub-regime of ihr. This article argues that the different historical origins of the two regimes impact how actors within each regime interpret their mission, and have resulted in institutional fragmentation within the Council of Europe. The mission of the European Court of Human Rights is the promotion and protection of democracy, whereas the Advisory Committee to the Framework Convention for

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Amodeo, Maryann, and L. Kay Jones. "Viewing Alcohol and Other Drug Use Cross Culturally: A Cultural Framework for Clinical Practice." Families in Society: The Journal of Contemporary Social Services 78, no. 3 (1997): 240–54. http://dx.doi.org/10.1606/1044-3894.772.

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The authors present a conceptual framework for cross-cultural investigation of alcohol and other drug (AOD) issues, including attitudes, values, and behaviors. Elements include cultural views of using alcohol and other drugs, life problems, seeking help, relapse, and recovery. Acculturation, subgroup identity, and migration are critically important variables in the framework. The framework can be used to view a single culture or to compare several and can help clinicians explore clients' earliest exposure to alcohol and other drugs, family and community messages regarding AOD use, and stigma a

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Vilasini, Nimesha, Thomas Neitzert, James Rotimi, and Abimbola Windapo. "A framework for subcontractor integration in Alliance contracts." International Journal of Construction Supply Chain Management 2, no. 1 (2012): 17–33. http://dx.doi.org/10.14424/ijcscm201012-17-33.

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Project alliancing involves the active collaboration of construction project owners and non-owner participants (designer, contractors, and suppliers) to deliver projects in an atmosphere of shared responsibilities and liabilities. Alliancing connotes integration but in real practice, it fails to create a true alliance environment since only part of the value chain (owner, designer, main contractor) is considered for integration. Consequently subcontractors are very often left out of the key alliance. Therefore this study identifies improvement areas to current alliance practice and suggests ch

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Bertrand, Sharon W. "Inroads to Integrative Health Care: Registered Nurses’ Personal Use of Traditional Chinese Medicine Affects Professional Identity and Nursing Practice." Complementary health practice review 15, no. 1 (2010): 14–30. http://dx.doi.org/10.1177/1533210110374639.

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Nurses are increasingly using Traditional Chinese Medicine (TCM) for relief of personal health issues. The purpose of this qualitative case study is to explore how nurses’ TCM experiences affect nurses’ professional identities and practices. Symbolic interaction is the research framework used. Mixed methods of coding facilitate data analysis. Sociological theories explain the findings. The study included 20 semistructured interviews of 10 practicing nurses and 10 faculty members in the Twin Cities area of Minnesota. The data provide the basis for several new conclusions. Nursing subspecialty p

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Bardolph, Dana N. "Evaluating Cahokian Contact and Mississippian Identity Politics in the Late Prehistoric Central Illinois River Valley." American Antiquity 79, no. 1 (2014): 69–89. http://dx.doi.org/10.7183/0002-7316.79.1.69.

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AbstractThis paper employs a practice-based framework for investigating early Mississippian period culture contact and identity negotiation in the Central Illinois River Valley (CIRV) through the lens offoodways. The Evelandphase (A.D. 1100–1200) was a setting of significant cultural change as a result of the movement of Cahokian people, objects, and ideas into the region. Recent analysis of excavated materials from the Lamb site in the southern portion of the CIRV affords a closer look at this historical process. Using ceramic and pit feature data, I assess Cahokian influence on traditional L

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Merlini, Raffaela. "Seeking asylum and seeking identity in a mediated encounter." Interpreting. International Journal of Research and Practice in Interpreting 11, no. 1 (2009): 57–93. http://dx.doi.org/10.1075/intp.11.1.05mer.

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The paper explores the professional practice of “cultural mediation” in the Italian context. This activity is taken here as a vantage point from which the dynamics of identity projections can be observed, as they emerge from a real-life interaction. The analysis is carried out on a recorded and transcribed encounter involving three participants: a service provider working for a Foreigners Advice Bureau run by the municipal authorities of a major Italian city; a French-speaking asylum seeker from Cameroon; and a Moroccan mediator. The encounter is characterised by a high degree of interactional

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Shi, Qi, and Jennifer Watkinson. "English Language Learners and School Belonging: Implications for School Counselor Practice." Professional School Counseling 22, no. 1b (2019): 2156759X1983444. http://dx.doi.org/10.1177/2156759x19834442.

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Using an evidence-based framework in a mixed-method study, we examined the needs of English Language Learners (ELLs) in a middle school in the eastern United States and identified strategic intervention approaches to enhance ELL students’ sense of school belonging to promote academic success. We illustrate how describing a problem as part of an evidence-based framework can lead to a targeted intervention for ELLs. When describing the problem, we considered intersectional social identity factors of ELL students. Problem description revealed how ELLs perceived their relationships with teachers,

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Faiz, Rabia, Musarrat Azher, and Tazanfal Tehseem. "Relational Practice in Multilingual Peer Discourse: Talk as a Marker of Gender Identity." Review of Applied Management and Social Sciences 4, no. 1 (2021): 181–93. http://dx.doi.org/10.47067/ramss.v4i1.110.

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This paper examines relational practice in multilingual peer discourse to inspect the distinct identity patterns of the male and the female participants involved in gender dynamics. There is a growing impetus of discourse studies as an emerging area of sociolinguistic and ethno methodological research. In this paper, talk as a marker of gender identity is explored in the light of the theoretical framework suggested by Holmes (2006) who studies the different relational strategies of male and female interlocutors in workplace environment. In the current study, conversations of six male and femal

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Zhou, Nan. "Identity Negotiation in Chinese University English Classroom." Higher Education Studies 10, no. 2 (2020): 1. http://dx.doi.org/10.5539/hes.v10n2p1.

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Through a theoretical framework that builds on the Community of Practice construct and the concepts of identity negotiation, imagined identity and investment, this case study examines how one English-as-a-foreign-language student negotiated the identity as an English learner in the Chinese university classroom setting. Then the extent that the student’s oral communication behaviors in the English classroom community were influenced by the negotiated identity is presented. The analysis shows that a student may have multiple identities in the educational setting. By constantly shifting identitie

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Leavy, Aisling, Mairéad Hourigan, and T. J. Ó Ceallaigh. "Unpacking dimensions of immersion teacher educator identity." Journal of Immersion and Content-Based Language Education 6, no. 2 (2018): 218–43. http://dx.doi.org/10.1075/jicb.17026.lea.

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Abstract Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education settin

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Koschmann, Matthew A. "The Communicative Constitution of Collective Identity in Interorganizational Collaboration." Management Communication Quarterly 27, no. 1 (2012): 61–89. http://dx.doi.org/10.1177/0893318912449314.

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This study reconceptualizes collective identity from a communication perspective using a constitutive model of communication as a theoretical framework. A longitudinal case study is used to explain the complications and inaction of a social services interorganizational collaboration as a lack of collective identity, also tracing the emergence of a new collective identity. Collective identity is theorized as an authoritative text that emerges through communicative practice and is drawn on for certain strategic ends. A communicative model of organizational constitution—based on the ‘Montreal Sch

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Berrebbah, Ishak. "The Power of Recipes: Culinary Practice as a Strategy to Deconstruct Arab-American Identity in Diana Abu-Jaber’s Crescent." Prague Journal of English Studies 9, no. 1 (2020): 115–32. http://dx.doi.org/10.2478/pjes-2020-0006.

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AbstractCrescent (2003) is an example of the kind of Arab-American literature that has emerged noticeably in the early years of the 21st century. It signifies a hypothesis that culinary practice is an essential cultural component for diasporic figures to define their identities, especially in a multi-cultural society. These figures embrace such component to strategically define themselves and assert their belonging and affiliation to their original homelands. This paper, as such, examines the extent to which Arab-American characters in the novel, namely Sirine and Han, consider culinary practi

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