Suchergebnisse

The diffusion of Chinese communication channel and digital products is very rigorous in the era of media technological advancement. People absorb cultural attitude via cultural product consumption, along with digital online platform, accession is much more easily than before. In Thailand, majority of netizens spend a lot of time to video consumption in a huge amount of numbers confirmed by triple digit growth in digital platform and applications downloaded. In order to deepen our understanding about media effects, this research proposal aims to study how Chinese TV series consumption shapes Thai netizens cultural knowledge and attitude on the basis of cultivation and gratification theory. Both quantitative and qualitative paradigm are designed as methodology to study among netizens in Thailand.

This paper considers Bernard Stiegler's contribution to contemporary critical theory. Stiegler's singular understanding of technology widens critical debate on the specificity of contemporary society and prolongs, in a novel manner, remaining commitments of recent French philosophy to the Marxist analysis of capitalism, underpinned by Freudian libidinal economy. I argue that the originality of Stiegler's work lies in his understanding of retentional finitude: what he calls "tertiary memory." This understanding provides him with critical purchase on contemporary capitalist forms. It has allowed him most recently to develop an embryonic critique of political economy, focused on technological and libidinal practices of consumerism. His technological analysis of contemporary reality, buttressed by "technological" readings of Marx and Freud, are important in this context. I suggest, however, that neither reading is ultimately convincing for the critical-philosophical purpose in hand. For, they do not provide the non-technological detail and distinctions needed to further transformative reflection on our contemporary economic condition. Without such distinctions, Stiegler's work simplifies complex modern society and ends up in an unmediated politics of education. The article expounds thereby the Janus-faced nature of Stiegler's engagements: an excellent philosophical reflection on contemporary technology, on the one hand, a technologically determinist (and rather apocalyptic) analysis of the economy, society, and culture, on the other.

Whereas globalization theory was predominantly silent about the role of translation in making possible the flow of information worldwide, assuming instant communicability and transparency, translation has gained central importance in recent accounts of cosmopolitanism that emphasize global interdependence and the negotiation of difference. In this context, a specification of translation processes provides a way of analysing the form in which interactions between different modernities take place and of specifying a notion of cosmopolitanism as internalization of the other. This article approaches translation as much more than the linguistic transfer of information from one language to another. Widely defined as the experience or the test of the foreign, a process which mobilizes our whole relationship to the other, translation appears as a material, concrete practice through which cosmopolitanism, conceived as openness to the world and to others, can be empirically examined. After having thus identified the central role of translation in a cosmopolitan context, the article examines how it can be used to approach current notions of aesthetic or artistic cosmopolitanism with reference to the key notion of world literature. Finally, it outlines the most important implications that a conception of cosmopolitanism as translation has for cosmopolitan social theory.

Objectives: Guidelines and training initiatives (G/TIs) are available to support communication in cross-cultural consultations but are rarely implemented in routine practice in primary care. As part of the European Union RESTORE project, our objective was to explore whether the available G/TIs make sense to migrants and other key stakeholders and whether they could collectively choose G/TIs and engage in their implementation in primary care settings. Setting: As part of a comparative analysis of 5 linked qualitative case studies, we used purposeful and snowball sampling to recruit migrants and other key stakeholders in primary care settings in Austria, England, Greece, Ireland and the Netherlands. Participants: A total of 78 stakeholders participated in the study (Austria 15, England 9, Ireland 11, Greece 16, Netherlands 27), covering a range of groups (migrants, general practitioners, nurses, administrative staff, interpreters, health service planners). Primary and secondary outcome measures: We combined Normalisation Process Theory (NPT) and Participatory Learning and Action (PLA) research to conduct a series of PLA style focus groups. Using a standardised protocol, stakeholders' discussions about a set of G/TIs were recorded on PLA commentary charts and their selection process was recorded through a PLA direct-ranking technique. We performed inductive and deductive thematic analysis to investigate sensemaking and engagement with the G/TIs. Results: The need for new ways of working was strongly endorsed by most stakeholders. Stakeholders considered that they were the right people to drive the work forward and were keen to enrol others to support the implementation work. This was evidenced by the democratic selection by stakeholders in each setting of one G/TI as a local implementation project. Conclusions: This theoretically informed participatory approach used across 5 countries with diverse healthcare systems could be used in other settings to establish positive conditions for the start of implementation journeys for G/TIs to improve healthcare for migrants. ; (VLID)6065982

Over the last 20 years or so there has been a proliferation of anti-racist organisations, campaigns and interventions across football at all levels, allied to broader social, cultural and political shifts in late modern digital societies. Indeed, relying on certain statistical data, which reports a decline in racist incidents in stadia, might lead many anti-racist policy-makers to champion liberal doctrines and to proclaim football fan cultures as quantitatively 'less racist'. However, in this article, using Critical Race Theory as a guiding theoretical framework, throughout, we foreground the qualitative experiences and stories of BAME football fans to understand why football fandom and spectatorship remain predominantly 'White' activities. Using semi-structured interviews and observational techniques, we explore critically the continued significance of 'race' as a mediating factor in football fandom, how BAME football fans negotiate-resist belonging in football fandom cultures and the implications of BAME fans' testimonies for policymakers. We conclude by arguing for an increase in intersectional research across football/football fan studies, to understand better the racialised aspects of football fandom, and we also urge scholars and policymakers, alike, to place greater emphasis on 'trust building' innovations, as opposed to 'diversity', given the latter has taken on a commercial value of late.

Over the past 30 years the industrialized West has witnessed a move towards space, heterogeneity and subjectivity in the criminological study of violence and homicide. Although large-scale quantitative studies of the temporal and spatial distribution of homicide continue to provide a broad empirical context, aetiological explanations tend to be based on analyses of the heterogeneous psychological interactions and experiences of individual subjects at the micro-level. However, mid-range studies of the temporal and spatial distribution of perpetrators and victims of homicide between unrelated adults have provided a useful link between the micro- and macro-levels. Focusing primarily on British homicide and serial murder, this article attempts to strengthen this link by combining contemporary micro-analyses of the subjective motives of perpetrators with mid-range analyses of space, which can therefore be seen as part of the structural tradition of theorizing about homicide and serial murder. Placing these analyses in a broad underlying context constituted by major historical shifts in political economy and the cultural forms of 'pseudo-pacification' and 'special liberty' will lay the initial cornerstones for an integrated multi-level theory. © The Author(s) 2014.

บทคัดย่อ การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อศึกษาปัจจัยที่ส่งผลต่อกระบวนการเรียนรู้ศิลปะ สภาพการณ์ของกระบวนการเรียนรู้ศิลปะในบริบทสังคมและวัฒนธรรมชายแดนภาคใต้ ในสถานศึกษาของรัฐโดยใช้วิธีวิจัยเชิงคุณภาพ ผู้วิจัยเลือกเก็บข้อมูลโดยวิธีสัมภาษณ์เชิงลึก การสัมภาษณ์กลุ่ม การสังเกตจากผู้ให้ข้อมูลที่เป็นนักเรียน นักศึกษาและผู้ที่เกี่ยวข้อง ผลของการวิจัยพบว่า ปัจจัยที่ส่งผลต่อกระบวนการเรียนรู้ศิลปะในสถานศึกษาของรัฐ ด้านที่ส่งเสริมได้แก่ ความรักและความถนัดทางศิลปะ การมีประสบการณ์และรับรู้ศิลปะในพื้นที่อื่นๆ ความเสียสละของผู้สอน การเห็นแบบอย่างความสำเร็จของผู้ศึกษาศิลปะอยู่ในพื้นที่ สภาพครอบครัวที่มีการศึกษาดีและมีความคิดก้าวหน้า ด้านอุปสรรคได้แก่ ความเชื่อและความศรัทธาทางศาสนาที่แตกต่างกัน ความคิดเห็นทางสังคมและวัฒนธรรมที่แตกต่างจากรัฐไทย การตั้งอยู่พื้นที่ห่างไกลจากศูนย์กลางอำนาจ ด้านสภาพการณ์ของกระบวนการเรียนรู้ศิลปะ ในสถานศึกษาพบว่ามีขั้นตอนต่างๆ ด้านการเรียนรู้ด้านทฤษฎีคือ การฟังบรรยายจากผู้สอน การอ่าน การสอบ และประเมินผล ด้านปฏิบัติคือ การฟังและดูการสาธิตจากผู้สอน การปฏิบัติ การฟังการวิจารณ์ และประเมินผล อย่างไรก็ตามในระดับการศึกษาขั้นพื้นฐานเน้นผู้เรียนเป็นศูนย์กลางมีปัญหามากกว่าระดับอุดมศึกษา ภายใต้บริบททางสังคมและวัฒนธรรมชายแดนภาคใต้ สิ่งที่กระทบต่อกระบวนการเรียนรู้ในสถานศึกษาคือ ผู้ปกครองใช้หลักศาสนาอิสลามตีความหมายงานศิลปะแตกต่างกัน การเผยแพร่ศิลปวัฒนธรรมแบบรัฐไทย ผ่านสถานศึกษาของรัฐในสามจังหวัดชายแดนภาคใต้มีการยอมรับไม่เท่าเทียมกัน ทำให้ขาดเอกภาพในการจัดการ สภาพชายแดนไม่ได้เป็นปัญหาต่อผู้เรียนในพื้นที่ หากไม่ยึดศูนย์กลางอำนาจรัฐ ผู้เรียนส่วนใหญ่ชื่นชมภูมิใจและสนใจเรียนรู้ศิลปะในพื้นที่ตนเอง แม้วัฒนธรรมต่างกันพร้อมจะแลกเปลี่ยนเรียนรู้ศิลปะระหว่างกัน คนที่มีศาสนา ภาษา วิถีชีวิตต่างกันสามารถเรียนรู้เพื่อสร้างความเข้าใจได้โดยใช้ศิลปะเป็นสื่อกลาง อย่างไรก็ตามผู้เรียนชาวพุทธจะเปิดใจเรียนรู้ศิลปะข้ามวัฒนธรรมมากกว่าไทยมุสลิม ทั้งนี้ผู้สอนต้องสร้างกระบวนการเรียนรู้โดยให้คนแต่ละวัฒนธรรมยังคงรักษาอัตลักษณ์คำสำคัญ : กระบวนการเรียนรู้ศิลปะ สังคมและวัฒนธรรม ชายแดนภาคใต้AbstractThis research was conducted to explore factors affecting the process of learning and authentic learning environment of art in the social and cultural context of the southern Thai border in the public educational institutions. The study utilized qualitative research design using in-depth interviews, group discussions and non-participating observation with the research informants including school and university students and corresponding people. Results reveal that constructive factors for the art learning process in social and cultural context of the southern Thai border in the public educational institutions comprise the learners' affection and aptitudes in art, their experiences and appreciation of art in different areas, the type of family they grow up with (educated and conversant family), their recognition of accomplishment of the local area artists and the commitment and affection of the art teachers. The hindering factors for the art learning process in social and cultural context are differences in religious beliefs and faiths, differences in cultural and social opinions from the Thai State, the location of the institutions remote areas, far away from managerial areas. The process of art learning is divided into theory learning in the forms of attending lectures, reading, taking exams, and assessment. In the practical stage, the learning process includes listening to and watching the demonstrations and instruction from the teachers, performing, getting feedbacks, and assessing results. It was found that the process of learning art through the learner-centered approach was more problematic in the primary and school levels than in the university level. The problems found in the art learning process in social and cultural context of the southern Thai border in public educational institutions are that the Muslim parents relied on different standards of religious beliefs and principles in interpreting the central Thai and Buddhist art. These different criteria caused different levels of counter acts, and this brought about non-conclusive management in process of art learning and teaching. The bordering state status was not found as a problem to the learning process as long as the learning is locally focused and not centralized by the central government. Most of the learners appreciated their local art and were proud and interested in learning about their indigenous art. They were willing to share and exchange the local talents among local people with different social and cultural backgrounds. People with different languages, religions and ways of living could share and learn from each other through art. In general the Thai Buddhist learners were found to be more open-minded to learn the cross cultural art than Thai Muslim art learners. It is recommended that art teachers should design the art learning process that helps learners maintain their identities and cultural belief.Key words: process of arts learning, social and cultural context, Southern Thai border

The main objective of this research is to investigate how aesthetic literacy is developed from visual signs and writing to understand the reality of Brazilian youth and adult rural education. This study was based on Historical-Cultural theory and had as a method the Didactic-Formative Experiment. Correcting or alleviating problems that appear in reading and writing, seeking to improve them is a way of thinking about a possibility of multi literacy, in which the aesthetic literacy configures an essential aspect, because in the research, the students started to write better after producing comics books. They improved their writing. This is beautiful, beauty: character of well- done; coherent, defined, with good form.

This study examined the reasons for suicide attempts among patients in Ghana. Semi-structured interviews were conducted among 30 informants who had been hospitalized for attempted suicide. Interpretative Phenomenological Analysis (IPA) was used to analyse the transcribed narratives, and five main themes emerged: 1) lack of support; 2) abandonment; 3) shame; 4) existential struggles; and 5) supernatural reasons. There were gender differences with abandonment reported by only women and shame associated with economic difficulties reported only by men. Findings are discussed within the context of a socio-cultural theory of suicide behaviour, and implications for the prevention of suicide and care of suicidal persons are suggested.

In relational fathering, where relationship is central to parenting practice, fathers of sons grow and develop. The father–son connection provides a liberatory context for relational development in the fathers. By co-identifying with their sons, fathers begin to re-envision their sense of self, redefining a new way of being where masculinity is conceived of as caring and manhood as relational. The co-identification process, or the Myson/Myself dynamic, stirs the cauldron of transformation, fueled by the son's unconditional love and acceptance. Using Relational-Cultural Theory as a theoretical model for interpretation, this article outlines a father's growth and process of development in a growth-fostering relationship with his son.

Abstract
This article analyses the poem 'Sugarcane', by the Cuban American writer Achy Obejas, in reference to Emily Apter's essay 'A new comparative literature'. The connections between these two writings, including their links to certain aspects of Caribbean literary and cultural theory, are explored. The theoretical arguments of Edouard Glissant in particular are considered, Apter and Obejas being put into conversation with Glissant and other theorists such as E. K. Brathwaite in order to discuss the classification of Obejas's text as a literature of the contact zone. As part of this classification, the ways in which Obejas's poem elucidates Apter's project of rupturing the links between language, nation and identity are examined.

AbstractModern American higher education has blurred lines and roles of academic affairs, student affairs, and enrollment professionals. In a climate that pushes us to be assessment‐driven, collaborative, outcomes‐orientated, and student‐centered, it is key that we have tools to clearly analyze our own campus culture and structures. Many of the areas that we teach in the higher education setting, such as cross‐cultural theory and business process, can prove helpful when applied to our own campuses. These theoretical frames can assist higher education practitioners to make genuine assessments as to campus readiness for change and create solid plans for how to achieve next goals.

This is a qualitative study of postpartum women recipients of a home-visitation social support program. Recipients of the program have been identified by a health care professional as at risk for moderate postpartum mood disorder. Relational–cultural theory and social support theories provided a conceptual framework. Results indicated (a) new mothers feel isolated and guilt at not feeling happier and (b) that a relational component this study termed "permission to be authentic" appeared to be important. New mothers experience motherhood in a profoundly different context than mothers of other times. These findings may improve the training of providers and program development for postpartum women.