Matching Items (3)
Description
Public discourse conveys and constructs sophisticated, nuanced and often conflicting notions of place, identity, culture, and religion. Comprehending the significance of place-based discourse is essential to understanding many of the contemporary difficulties facing Native American peoples. This is particularly true of the Western Apache people who constitute their places via discursive engagement. This project examines the Western Apache in their fight to save Dzil nchaa si an (Mount Graham) from a multi-telescope observatory upon its summit. Using discourse and text analysis to examine the public rhetoric, I suggest that the Western Apache understand the mountain as a participatory partner in community viability and Apache identity. I also suggest that the discourse surrounding the Mt. Graham controversy provides a mechanism to understand how Apache discourse links past and present practices and identity as seen through four emerging thematic elements: ethics, relatedness, knowledge, and religious verbiage. Understanding how discourse reveals cultural norms and practices and sustains cultural integrity is important as communicative disjunctures impact the effective responses of Native American and other diverse groups. These issues are framed within the national debate regarding cultural significance and bear directly upon the success of other preservation efforts.
ContributorsWilliams, Deborah (Author) / Brandt, Elizabeth A. (Thesis advisor) / Carr, Christopher (Committee member) / Astor-Aguilera, Miguel (Committee member) / Semken, Steven C (Committee member) / Welch, Peter (Committee member) / Arizona State University (Publisher)
Created2012
Description
Dubai has emerged as an important center for international business attracting significant inflows of the foreign workforce. Dubai’s population is unique as nationals represent only 15% of the total population, with 200 other nationalities comprising the other 85%. Thus, Cultural Diversity is unavoidable. Cultural Diversity refers to cultural heterogeneity such as differences in race, ethnicity, language, nationality, and religion. As it is a characteristic of Culturally Heterogeneous Workgroups (CHWs), cultural diversity affects how they interact with each other. Since the core concepts of leadership are dealing, inspiring, and motivating teams, the team member’s diversity directly connects with the leadership concept.While many researchers argue whether (CHWs) suffer or benefit from cultural diversity, it is agreed that such diversity has its challenges. Diverse workgroups have been shown to suffer from poor cohesion and social integration. People who are different from their co-worker’s report feeling uneasy and having less organizational commitment. Miscommunication, the development of obstacles, and improper adaptation behaviors are all possible negative impacts.
In the absence of local studies on how cultural diversity is related to leadership, this thesis questioned the connection between cultural diversity and leadership level through a quantitative research approach. This would help understand how different leaders at different levels perceive cultural diversity challenges, which would help focus on specific level(s) in future and research practical ways to address cultural diversity issues of cultural diversity. Measurement scales for leadership levels and cultural diversity challenges were developed. A survey was used to collect data from skilled workers in the construction industry in Dubai, and non-parametric statistical methods were used to analyze the collected data and answer the research question. Whereas a strong correlation was initially expected between work experience, whether in total or within UAE, and leadership level, this was not the case. Most importantly, no significant evidence was found to support a relationship between cultural diversity challenges and both participants’ leadership level and their UAE work experience.
ContributorsSalama, Anas (Author) / Ariaratnam, Samuel (Thesis advisor) / El Asmar, Mounir (Committee member) / Czerniawski, Thomas (Committee member) / Arizona State University (Publisher)
Created2022
Description
The core objective of this thesis project is to highlight the enriching contributions of Japanese authors to university-level literature courses that survey human history through literature. Japanese literature, rich in its exploration of complex emotions and philosophical depths through the novella and other forms, presents a unique opportunity to broaden the scope of "Great-Books" courses. Traditionally, these courses have predominantly featured Western texts, inadvertently reinforcing the notion that modern philosophical thought is exclusively a Western domain.
This project has taken thematic elements from HON272 at Arizona State University (ASU), Barrett, The Honors College's flagship humanities course, as a basis for analysis. A selection of texts from a diverse array of Japanese literature was then methodically paired with these materials based on periodization, thematic resonance, and the audience's interests. Of the twenty-seven different pieces of literature spanning from 1651 to the present day included in HON272, this project has identified twenty-one Japanese novels or primary texts that can serve as complements to the existing curriculum. This approach not only enriches the curriculum but also empowers professors to introduce themes vital for a comprehensive understanding of human history and thought, thereby enhancing the flexibility and inclusivity of their course designs.
To support this endeavor, a comprehensive sourcing guide has been developed. This guide prioritizes Japanese literature, listing these texts first and detailing their potential integration into conversations typically dominated by Western texts. It provides, where possible, links to free online PDF versions or excerpts, purchasing information, and availability within the ASU library system. This initiative aims to foster a curriculum that appreciates the global expanse of intellectual heritage and encourages a move away from a Euro-centric narrative. By doing so, it aspires to cultivate a diverse cultural perspective within higher education, both for faculty and students alike.
By embracing the vast thematic landscapes offered by Japanese literature, this project serves as a step towards avoiding the pitfalls of cognitive imperialism. It champions the cause of diversifying educational content, ensuring we are moving in the right direction by celebrating and integrating the depth and diversity of global literature into our academic pursuits.
ContributorsLisk, Harrison (Author) / Soares, Rebecca (Thesis director) / Hedberg, William (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor) / School of International Letters and Cultures (Contributor)
Created2024-05