Implications for early interventionists: Cross-cultural and low-income family differences

This study examined the existing literature on current early intervention processes for children who are deaf or hard of hearing who are from low-income or minority families. The review of literature includes a framework of understanding the dynamics of low-income households and cultural differences among African Americans, Latin Americans, and American Indians.

Cross-cultural comparison of three medicinal floras and implications for bioprospecting strategies

Ethnopharmacological relevance One of the major drawbacks of using ethnomedicinal data to direct testing of plants which may find pharmaceutical use is that certain plants without bioactivity might be traditionally used. An accepted way of highlighting bioactive plants is to compare usage in different cultures. This approach infers that presumed independent discovery by different cultures provides evidence for bioactivity. Although several studies have made cross-cultural comparisons, they focussed on closely related cultures, where common patterns might be the result of common cultural traditions. The aim of this study was to compare three independent ethnomedicinal floras for which similarities can be more robustly interpreted as independent discoveries, and therefore likely to be indication for efficacy. Materials and methods Data from the literature were compiled about the ethnomedicinal floras for three groups of cultures (Nepal, New Zealand and the Cape of South Africa), selected to minimise historical cultural exchange. Ethnomedicinal applications were divided in 13 categories of use. Regression and binomial analyses were performed at the family level to highlight ethnomedicinal “hot” families. General and condition-specific analyses were carried out. Results from the three regions were compared. Results Several “hot” families (Anacardiaceae, Asteraceae, Convolvulaceae, Clusiaceae, Cucurbitaceae, Euphorbiaceae, Geraniaceae, Lamiaceae, Malvaceae, Rubiaceae, Sapindaceae, Sapotaceae and Solanaceae) were recovered in common in the general analyses. Several families were also found in common under different categories of use. Conclusions Although profound differences are found in the three ethnomedicinal floras, common patterns in ethnomedicinal usage are observed in widely disparate areas of the world with substantially different cultural traditions. As these similarities are likely to stem from independent discoveries, they strongly suggest that underlying bioactivity might be the reason for this convergent usage. The global distribution of prominent usage of families used in common obtained by this study and the wider literature is strong evidence that these families display exceptional potential for discovery of previously overlooked or new medicinal plants and should be placed in high priority in bioscreening studies and conservation schemes.

Cross-cultural generality and specificity in self-regulation: avoidance personal goals and multiple aspects of well-being in the United States and Japan

The authors examined avoidance personal goals as concurrent (Study 1) and longitudinal (Study 2) predictors of multiple aspects of well-being in the United States and Japan. In both studies, participants adopted more avoidance personal goals in Japan relative to the United States. Both studies also demonstrated that avoidance personal goals were significant negative predictors of the most relevant aspects of well-being in each culture. Specifically, avoidance personal goals were negative predictors of intrapersonal and eudaimonic well-being in the United States and were negative predictors of interpersonal and eudaimonic well-being in Japan. The findings clarify and extend puzzling findings from prior empirical work in this area, and raise provocative possibilities about the nature of avoidance goal pursuit.

The emergence of an online learning community in first year tertiary studies in psychology

The introduction of an online supported, resource based learning environment into a large, multi-modal first year psychology unit led to the spontaneous development of a small, but active, learning community. While off campus students were more active online contributors, many other students "observed" these interactions, not actively contributing but finding the discussion postings valuable to their learning. Overall, use and perceived value of the online communication facilities were related to how confident students were that they had an appropriate study strategy, with off campus and older students reporting greater confidence in their study approach. The results highlight that the nature and function of learning communities for large, multi-modal foundation units are quite different to those typically articulated in the literature and are worth further investigation.

The impact of computer-assisted learning on academic grades: an assessment of students' perceptions

This study examines student perceptions of the usefulness of Computer-Assisted Learning (CAL) packages in learning accounting concepts in terms of the influence on academic performance. Various additional factors  affecting academic performance [such as gender, prior studies of  accounting, and computer systems, together with entry background] are incorporated in the development of a multiple regression model, together with perceptions of CAL. The study uses a sample of 280 second-year undergraduate accounting students from an Australian university to test the model. In contrast to prior studies (e.g. Lane and Porch, 2002, Accounting Education: an international journal, 11(3), pp. 217-233), this study showed that positive perceptions of the usefulness of CAL significantly influenced performance. Additionally, it was found that international students, many of whom enter university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. The findings show that gender, prior studies of accounting and computing systems were not significant influences on academic performance. Overall, the results have implications for accounting educators utilising CAL in courses as a means of improving students' understanding of accounting concepts and academic performance.

Blended learning for cross-cultural e-learning

The emergence of cross-cultural classrooms has been steadily increasing in Australian tertiary institutions, thus signifying a change in the student demographics. This change has acknowledged that a more flexible approach is needed in the way that the unit content is conveyed to the learner. Studies have indicated that students from different cultures responded variably in different learning environments, the two most clearly identifiable learning environments being instructor-centered and student centered. Students from various cultures have shown their levels of compatibility to these learning environments through their interaction and participation. However tertiary institutions are now expanding towards the online forum for delivery of units. Therefore to ensure that all students are able to participate in this new learning domain, preparations have to be made to accommodate all cultural types. Therefore with the importance on creating flexible learning environments for all students the blended learning approach has been selected for application.

Qualitive research in a cross-cultural context: Fijian experiences

In this article, the authors discuss the experiences of conducting qualitative research in traditional Fijian communities. This provided the setting for the cross-cultural exchange between the researcher and research participants and from which the authors draw important considerations for the design of future qualitative studies. In particular, the authors discuss the need to adapt essentially Western research designs to accommodate different cross-cultural styles of facilitation, group dynamics, spatial arrangements, gender issues, protocol, patterns of participation, and perception of time. They propose a model that clarifies the types of roles and styles of facilitation observed in a Fijian workshop setting and comment on how different cross-cultural dynamics between the researcher and participants can influence the success of qualitative research.

Evaluation of the Chinese version of the disability of the arm, shoulder and hand (DASH-HKPWH): cross-cultural adaptation process, internal consistency and reliability study

Abstract
The Disability of the Arm, Shoulder and Hand (DASH) was translated into Chinese by a physiotherapy team of the Prince of Wales Hospital, Hong Kong (DASH-HKPWH).

Objectives
This study evaluated the cross-cultural adaptation process, face validity, internal consistency and reliability of the DASH-HKPWH.

Method
Language officers and medical professionals from different fields were invited to translate and evaluate the face validity of the DASH-HKPWH. 88 patients were recruited to complete two DASH questionnaires on two occasions 1-2 weeks apart.

Results
Some adjustments were made to the translations based on the cultural and linguistic practice in Hong Kong. The face validity was satisfactory with a mean endorsement score of 3.2. The difference between the mean of DASH scores was not significant (t = −0.35, p = 0.73). The ICC (1,1) and Cronbach's alpha for the 30-item Disability/Symptom of the DASH-HKPWH was 0.77 and 0.94, respectively.

Conclusion
The translation was valid and reliable and acceptably equivalent to the original version. The questionnaire is suitable for measuring changes experienced by patients with any upper extremity disorders.

Building cross cultural understandings through e-chatter

The aim of the e-Chatter project was to facilitate the opportunity for Australian teacher education students to be involved in an authentic learning environment with international participants from culturally diverse settings, and for the international students to have the opportunity to be involved in an interactive English language program with first language English speakers. In the 2007 pilot project, participants were engaged in an online discussion on the topic of Australian Culture/Pakistani Culture/Iranian Culture respectively. Discussion was conducted in English and led by Deakin based students on an online learning environment which was a website dedicated to this project. The teacher education students were required to focus their attention on ‘Creating Effective Learning Environments’. They were required to develop and articulate their personal and professional perspectives on creating and managing learning environments with specific reference to online learning environments. This paper represents work in progress in the e-Chatter case study particularly from intercultural and Information and Communication Technologies (ICT) perspectives.

A cross-cultural study into peer evaluations of women's leadership effectiveness

Purpose: The present paper is based on a cross-cultural exploration of middle managers in two diverse cultures and aims to focus on how the leadership styles of managerial women are perceived and evaluated. In particular, female and male peer evaluations of leadership effectiveness in Malaysia and Australia are to be explored.

Design/methodology/approach: Surveys from 324 middle managers from Malaysia and Australia were quantitatively analysed. The sample for the study was drawn from organisations in four industry types in both countries.

Findings:  Findings suggest that evaluations of female managers' leadership styles in general, and within the respondent's own organisations, were strongly culture specific, especially in Malaysia. The results reflected the strongly held values, attitudes and beliefs of each country. While this is not unexpected, it does highlight a need to be cautious when interpreting Western research results and attempting to transplant those into other cultures. In Malaysia, female managers were not seen as effective in the leadership styles they adopted in their roles when compared to the Australian female managers' evaluations. Such an evaluation may have had little to do with an objective appraisal of the female managers' capability, but rather with a strongly held cultural belief about the appropriate role of women in society, and in organisations in particular.

Research limitations/implications:  It is suggested that national culture manifests itself in the values, attitudes and behaviours of people. Cultural influences are therefore likely to impact on the way women and men behave in the workplace, particularly when roles of authority and power are evident, and the way in which that behaviour will be evaluated by others. Further research using different samples in different cultures are recommended. In addition, the influence of ethnicity, race or religion in plural countries such as Malaysia and Australia is also worthy of investigation.

Practical implications:  This research suggests that values and attitudes are strongly culture-specific and therefore have the ability to influence evaluations at an organisational level. Such an awareness of cultural influences should guide appropriate human resource practices, particularly within a globalized environment.

Originality/value:  The inclusion of a gender comparison in the data analysis in this paper is a significant attempt to add to the extant knowledge of the cross-cultural research. This is a unique contribution because of the omission of a gender perspective in the previous two seminal studies in culture literature (i.e. Hofstede and House et al.). In addition, the findings suggest that culture-specific influences are important determinants that impose expectations on the role of women differently from men in society and within organisations hence, making the gender comparison of the findings more significant.

The dual technique model within case study approaches to cross-cultural management research in China

This paper advocates the effectiveness of a dual technique model of interviewing, which combines narrative and depth interview techniques, within the case study method in a cross-cultural management research setting, an Australian MNC operating in China. The case study is acknowledged to be a highly appropriate method for gaining insight into the complicated area of cross-cultural management enquiry in order to generate new theories. In this context, we propose a model which combines the narrative and the depth interview techniques in the interview process, and have illustrated its usefulness with material drawn from the China-Australia cross-cultural research interface.

After establishing the rationale for the model, the discussion focuses on the practicalities of applying it in interviews, in relation to the preparation, warm-up and trust building phases, and in the exercise of personal interviewing skills in cross-cultural research, in this case, the advantage of the interviewer being bilingual.

Computer-simulated environment for training : challenge of efficacy evaluation

Computer-assisted instruction has been around for decades. There has been much speculation about the benefits of computer-mediated learning. Numerous applications have been developed in different domains incorporated with emerging technologies. In recently years, advanced technologies, such as Augmented Reality (AR) and Virtual Reality (VR), have received much attention in their potential of creating interactive learning experience for the users. However, related literature and empirical studies indicated that learning effects in computer-simulated environments or Virtual Environments (VEs) are not systematically tested. Furthermore, the performance and learning in computer-simulated learning environment need to be evaluated through more rigorous methods. This paper suggests that 1) the efficacy of VEs is subject to a close examination, not only in terms of how VE-based training systems are easy of use, but also in terms of how effective learning is; 2) evaluation of learning in computer simulated learning environments is required to be reconsidered in terms of theoretical basis and evaluation methodologies that are relevant to the measurement of training effectiveness in computer-simulated virtual learning environment. This paper explains on how learning can be assessed in VEs through the lens of training evaluation.

Corporate codes of ethics in Australia, Canada and USA : measurement and structural properties of a cross-cultural model

The objective is to test the consistency of measurement and structural properties in a model of corporate codes of ethics (CCE) on an aggregated level and across multiple samples derived from three countries, namely Australia, Canada and the USA. The properties of four constructs of CCE are described and tested, these being: surveillance/training, internal communication, external communication, and guidance. The conclusion is that the measurement and structural models on an aggregated level have a satisfactory fit, validity and reliability. Furthermore, they are consistent when tested on each of the three samples (i.e. cross-validated). The cross-cultural model makes a contribution in addition to previous mostly descriptive studies and theory in the field using confirmatory factor analysis and structural equation modeling.

Arts curriculum reform : social and cultural reproduction in Victorian schools

This thesis examines the implementation of the government educational policy document The Curriculum and Standards Framework. I examined the historical and political motivation behind the development of this document and how it introduced a pervasive new initiative of outcomes based education and accountability based on economic rationalism. In particular I examined the implications this new approach had for visual arts education and the subsequent changes to the arts curriculum. This has entailed the introduction of the aesthetic appreciation of the arts as an outcome of the CSF: The Arts. I applied Bourdieu's theory of cultural reproduction in education which draws predominantly on a Weberian view and a theory of practice. Bourdieu discusses differential educational achievement according to cultural capital stating education requires certain forms of cultural capital that are not equally distributed among the classes. This therefore impedes or enhances life chances according to social class i.e. educational qualifications become a commodity in the labour market and other social fields. I examined how aesthetic appreciation of the arts has evolved historically as a form of social distinction. This entails an abstract element of arts discourse, which demands a certain linguistic competence, and familiarisation, which Bourdieu claims, is developed in the family, as 'cultural capital' this is further perpetuated in schools. The likely outcome is that the introduction of aesthetic appreciation in arts education i.e the demand to 'write about' and 'talk about' art, will perpetuate class inequality due to social and cultural difference. The study has been to examine the practices of arts education in four schools and the extent to which aesthetic appreciation was implemented in the visual arts. Data was collected by case study methods of observation, questionnaire and interview and was interpretive in both quantitative and qualitative methods. I analysed the data based on class differentiation by socioeconomic divisions and examined the school ethos and attitude towards the Arts along with differentiation in cultural capital between student population. I also found teacher and student habitus played a vital role in the implementation of the CSF. This is because habitus can cause resistance to change due to the division between the formulation of the curriculum in the bureaucratic order and the practice of teachers in classrooms. My thesis interprets education as a form of social reproduction, perpetuating the existing social order. However, as Bourdieu asserts and I agree education is a form of symbolic power as it conceals its social function under the guise of neutrality and the technical functional premise. Therefore, this thesis aims to make transparent how the education system serves the interests of the dominant group through curriculum policy. Consequently, it becomes clear how education has far reaching social implications where the distinctions of class are perpetuated through cultural reproduction.