Reassessing the cultural distance between China and the United States as perceived by students from the Sino-American 1+2+1 dual degree program

As a result of the exponential growth of international commerce and academic exchange between Mainland China and the United States, this thesis examines the present-day validity of those Chinese and American cultural characteristics, such as practices and values, historically understood as defining cultural differences. Using Babiker\u27s Cultural Distance Index (Babiker, Cox, & Miller, 1980) questionnaire (an institutionally established instrument since 1980), 45 Mainland Chinese student-sojourners conveyed their perceptions of cultural differences found in daily living. Chinese participants identified many cultural attributes that still affect the migrant\u27s perceptions of difference. These attributes are language, food, education costs, and leisure activities. Participants found the CDI attributes, climate, modernity, elder esteem, and social dating conventions, of no definable difference between cultures. Participants also identified new cultural attributes pertinent to present-day comparisons of China and the United States. These are lifestyle, the significance of education, transportation, sexuality, and politics. The outcome of a follow-up, open-ended questionnaire elaborated these findings. The thesis discusses returnees\u27 perceptions and attitudes of cultural differences as established in the Cultural Distance Index and how present-day changes in cultural relations require a modified instrument for measuring distance. Also addressed are other issues related to the difficulty of measuring cultural distance today such as changes in migrant student\u27s perception and identification of its own culture after studying abroad--understood as transculturation. The study concludes with suggested areas of focus for future development in intercultural competency within the context of Sino-American student exchange --Document

Co-designing solutions to enhance access and engagement in pediatric telerehabilitation

IntroductionPrior to the COVID-19 pandemic, children's therapy appointments provided by Ontario's publicly-funded Children's Treatment Centre (CTCs) primarily occurred in-person. With COVID-19 restrictions, CTCs offered services via telerehabilitation (e.g., video, phone), which remains a part of service delivery. CTC data shows that families experience barriers in attending telerehabilitation appointments and may need supports in place to ensure service accessibility. Our study aimed to co-design innovative solutions to enhance access and engagement in ambulatory pediatric telerehabilitation services. This manuscript reports the co-design process and findings related to solution development.MethodsThis research project used an experience based co-design (EBCD) approach, where caregivers, clinicians and CTC management worked together to improve experience with telerehabilitation services. Interview data were collected from 27 caregivers and 27 clinicians to gain an in-depth understanding of their barriers and successes with telerehabilitation. Next, 4 interactive co-design meetings were held with caregivers, clinicians and CTC management to address priorities identified during the interviews. Using qualitative content analysis, data from the interviews and co-design meetings were analyzed and findings related to the solutions developed are presented.FindingsFour topics were identified from the interview data that were selected as focii for the co-design meetings. Findings from the co-design meetings emphasized the importance of communication, consistency and connection (the 3C's) in experiences with telerehabilitation. The 3C's are represented in the co-designed solutions aimed at changing organizational processes and generating tools and resources for telerehabilitation services.DiscussionThe 3C's influence experiences with telerehabilitation services. By enhancing the experience with telerehabilitation, families will encounter fewer barriers to accessing and engaging in this service delivery model