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The purpose of this paper is to understand how everyday cross-cultural interactions affected the adjustment of undergraduate international students attending a private university in the northeastern United States of America.

Data were collected primarily through interviews with nine international students and observations at “Eastern University”. Students were purposively selected to balance gender and world regions. Analysis used constant comparison until findings emerged, which were member-checked with study participants (Merriam, 2009).

Findings show that the impact of university diversity initiatives for promoting everyday cross-cultural interactions is described as creating an us/them divide, promoting solidarity and establishing a cultural presence. It is concluded that formal university events foster recognition of the campus diversity international students help provide, but their impact on everyday cross-cultural interactions is both positive and negative. Additionally, the mode by which undergraduate international students are introduced to their US campus affects their integration and future interaction patterns.

Further research is needed to explore higher education institutions (HEIs)’ connection to human resource development (HRD) for shaping the future global arena. Studies that address the continuum from higher education to the workforce are needed to prepare the next generation of professionals for a global world. This study is limited due to small sample size. Findings are not generalizable in a statistical sense, but HRD professionals in HEIs may compare the details in this study with their own institutions.

This study contributes to the discussion of national HRD by addressing international students and their insights into how diversity programs impact adjustment in an American setting. Additionally, organizational and faculty development initiatives in academic institutions can be improved by understanding the insights found in this study.

Purpose – This chapter demonstrates the social organization practices evident in early childhood disputes in order to promote a greater understanding of the role of non-verbal, embodied actions within the dispute process. In doing so, this chapter offers insight into children's co-construction of disputes and has practical implications for early childhood teachers.

Methodology – Ethnomethodology (EM), conversation analysis (CA) and membership categorization analysis (MCA) are applied to the current study of children's disputes in order to offer insight into the sequences of social organization processes evident in children's disagreements.

Findings – This chapter presents a detailed analysis of the everyday disputes which four-year-old children engage in during their morning playtime at a primary school in Wales, UK. It reveals the children's use of physical gestures to support their verbal actions in order to maximize intersubjectivity between the participants. This joint understanding was necessary during the social organization process.

Practical implications – Managing children's physical disputes within an educational context is recognized as a very difficult aspect of a teacher's routine as the timing and level of intervention are so subjective (Bateman, 2011a). This chapter offers insight into the organization of physical disputes between young children, and so enables teachers to make an informed decision in their practice.

The paper aims to relocate discussions on police stops and police interactions from the Anglophone world to the particularistic context of the post-colonial state of India. The paper further frames the everyday policing practices in a theoretical dialog between questions of legitimacy, accountability and tolerated illegalities. For that purpose, the author contextualizes the discussion in the post-colonial state of India, in the jurisdictions of two police stations (PSs), in the National Capital Territory of Delhi and the State of Kerala.

The author conducted ethnographic studies in one station each in Kerala and Delhi, India, from February to July 2019 and July 2019 to January 2020, respectively. The study mapped everyday power relations as the relations manifested within the site and jurisdiction of the PSs.

Through the research, the author found that to fully understand everyday practices of policing, especially police interactions and police stops, one must contextualize the police force within the administrative power-sharing relations, police force's accountability structures, legal procedures and class dynamics, which mark the terrain in which personnel function. In that terrain, the author found that the dialog between particularistic legitimacy, accountability and tolerated illegalities offered an important framework to interpret the everyday policing practices.

Through the paper, the author seeks to expand the analysis of ethnographic descriptions of policing by contextualizing them in the political economy of the state. In doing so, the author aims to provide a framework through which police interactions in post-colonial India could be understood

Alienation, a legacy of the Marxian Hegelian critique of domination, remains one of the most heuristic yet ambiguous concepts in social thought. Yet there endure questions of its definition, indications, level of analysis, relationships to capitalism or modernity in general. To speak of alienation raises a notion that there was once either a pristine era of bliss or a Utopian promise of universal self‐realization. I cannot enter this debate but only note that throughout most historical eras people have created societies, institutions and beliefs that have benefited the powerful few at the cost of the powerless many. Yet the few have had the power to construct definitions of reality and ideologies of legitimacy that are reproduced in the everday life routines of the many, so that arbitrary power arrangements seem natural and typical. Insofar as these routines are sustained by habits, fear and anxiety and thwart human potential, we can talk of alienated selfhood and interaction.

The purpose of this paper is to provide a sociological analysis of everyday interaction on the physical front line of the Norwegian welfare state.

The data are from a short-term ethnographic study in the reception/waiting rooms of three local welfare offices. These are important sites for access to benefits and services. The focus is on the situational and interactional aspects: how do people behave and interact with fellow visitors as well as with front line staff in this institutional context? For the analysis, Goffman’s conceptual framework on behaviour in public places is combined with concepts from a theory of access to welfare benefits.

The analysis shows how people fill these spaces with different activities, and how they are characterized by a particular type of welfare “officialdom”, boundary work and the handling of welfare stigma. Everyday interaction on the front line gives insights into the tensions in an all-in-one welfare bureaucracy and into the implementation of digitalization. The paper concludes that “old” and “new” tensions are expressed and managed at the front line, and suggests that more attention be paid to the new barriers that are developing.

The study contributes an ethnographic approach to a seldom studied part of welfare administration. The waiting rooms in the Norwegian welfare organization are actualized as a social arena influenced by new trends in public administration: one-stop shops, a new heterogeneity, activation policies and digitalization processes.

The purpose of this paper is to argue that researchers in the information disciplines should embrace ethnomethodology as a way of forming deeper insights into the relationship between people and recorded knowledge.

The paper introduces the core concepts of ethnomethodology as a means of articulating what this perspective brings to the understanding of the way that society is accomplished. A selection of key studies are then examined to highlight important ethnomethodological findings about the particular relationship of documents to human actions and interactions.

Ethnomethodology highlights the fact that people transform their experiences, and the experiences of others, into documents whose status as an objective object help to justify people’s actions and inferences. Documents, as written accounts, also serve to make peoples’ actions meaningful to themselves and to others. At the same time, ethnomethodology draws attention to the fact that any correct reading of these documents relies partly on an understanding of the tacit ideologies that undergird people’s sense-making and that are used in order to make decisions and get work done.

This conceptual framework contributes to the information disciplines by bringing to the fore certain understandings about the social organization of document work, and the attendant social arrangements they reveal. The paper also outlines, from a methodological perspective, how information science researchers can use ethnomethodology as an investigative stance to further their knowledge of the role of documents in everyday life.

People subjectively engage in the production and reproduction of what constitutes “feeling normal.” Objective standards of normalcy for the able-bodied are created and maintained by institutions (e.g., medicine, the state, business, the mass media, and family), and these standards are learned by individuals who socialize the next generation in a continuous cycle. Having a disability does not exempt a person from standards and values of “able-bodied normalcy,” nor does it prevent her/him from reproducing these standards for future generations. Thus, it is possible, if not probable, that persons with disabilities live in and reproduce the able-bodied lifeworld, sustaining, what is for the person with a physical disability, an unattainable standard of normalcy. Approximating and ultimately achieving “normalcy” in this situation or at least the presentation of “normalcy” (Goffman, 1959, 1963) may occupy a sizeable portion of everyday life. More importantly here, “feeling normal” emerges when the social constructions of reality allows the person with a physical disability to be part of a generation and everyday life. There is, in other words, a “frame” for defining normality, and physical disability is a key to changing this frame (Goffman, 1974).