Language and social inclusion

2014 ◽  
Vol 37 (3) ◽  
pp. 198-212 ◽  
Author(s):  
Simon Musgrave ◽  
Julie Bradshaw
Keyword(s):  
Cultural Diversity ◽  
Intercultural Communication ◽  
Social Inclusion ◽  
Linguistic Diversity ◽  
Evidence Based ◽  
Economic Aspects ◽  
Australian Society ◽  
Language And Culture ◽  
Key Issues

Social inclusion policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social Inclusion Board’s reports (e.g., Social Inclusion Unit, 2009), the emphasis is on the economic aspects of inclusion, while little attention has been paid to questions of language and culture. Assimilatory aspects of policy are foregrounded, and language is mainly mentioned in relation to the provision of classes in English as a Second Language. There is some recognition of linguistic diversity but the implications of this for inclusion and intercultural communication are not developed. Australian society can now be characterised as super-diverse, containing numerous ethnic groups each with multiple and different affiliations. We argue that a social inclusion policy that supports such linguistic and cultural diversity needs an evidence-based approach to the role of language and we evaluate existing policy approaches to linguistic and cultural diversity in Australia to assess whether inclusion is construed primarily in terms of enhancing intercultural communication, or of assimilation to the mainstream.

Responsive Teaching in the Conditions of Intercultural Communication

2019 ◽  
pp. 324-343
Author(s):  
Marinela Rusu
Keyword(s):  
Cultural Diversity ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ecological Perspective ◽  
Responsive Teaching ◽  
Classroom Communication ◽  
Intercultural Competencies

The purpose of this chapter is to inform educators and teachers about the central role of communication in today's classroom, confronted with the actual reality of cultural diversity. That includes the cultural diversity of children but also of the educators. The author ia particularly interested in helping teachers understand the ways in which diversity influences classroom communication and learning orientations. Analyzing intercultural competencies, there will be a better understanding of student-teacher communication and interaction. The new way of implementing the intercultural education ideas is the culturally responsive teaching, presented in this chapter with its most important characteristics. Teachers can also use different means of communication in classrooms, and that is why the author gave a great importance to exploring the communication skills that are indispensable to any teacher in his/her educational interaction. All these modern educational elements are included in a larger ecological perspective, which includes behavioral modification and a better integration in the environment.

Arabic Language Heritage Schools

2020 ◽  
pp. 148-173
Author(s):  
Beatrice Szczepek Reed ◽  
Geraldine Bengsch ◽  
Fatma F. S. Said ◽  
Jayme Scally ◽  
Ian Davies
Keyword(s):  
Cultural Difference ◽  
Heritage Language ◽  
Arabic Language ◽  
Small Sample ◽  
Language And Culture ◽  
Terrorist Groups ◽  
Key Issues ◽  
Supplementary Schools ◽  
The Uk

In this chapter we consider the nature and role of Arabic heritage / supplementary schools in the UK in relation to debate security. We do this by establishing an overview of the current political context in the UK and beyond in where there is concern about a possible drift towards the proliferation of / recruitment to terrorist groups. There are significant official efforts being made to reduce that perceived threat. There are, within the UK, thousands of schools that promote and maintain the heritage language and culture of students. We describe and discuss that educational context and use results from empirical research which focused particularly on a small sample of Arabic language heritage schools. Recognizing the desire of those in heritage schools to contribute positively to UK society, we discuss key issues in relation to personal identity and social identity and outline conclusions and recommendations which will help achieve a more sophisticated educational response to cultural difference.

ICT-Based Learning

2011 ◽  
pp. 39-54 ◽  
Author(s):  
Hakikur Rahman
Keyword(s):  
Social Inclusion ◽  
End Users ◽  
Fundamental Question ◽  
Education For All ◽  
Evidence Based ◽  
Mediated Learning ◽  
Learning Mechanisms ◽  
Depth Analysis ◽  
Effective Role

ICT mediated learning provides utilities for achieving the goal of education for all, and in turn acts as an enabler in reducing the digital divide, reducing poverty, and promoting social inclusion. However, the integration of ICTs in education deserves considerable investment in time and resources. Consequently, during planning to integrate ICTs in evidence-based information for making sound decisions by the end users incorporate extensive research and sharing of critical information along different phases of planning. Furthermore, implementation of ICT based learning demands in depth analysis and intelligent feedback of the processes. Technology does not improve learning in a straight way and the fundamental question remains always unanswered, in assessing the effectiveness of ICTs or assessing the effectiveness of instructional treatments that were initially (and effectively) less than perfect. This chapter has tried to critically analyze the effective role of ICT methods in learning and put forwards several success cases of learning mechanisms that assisted in socioeconomic empowerment and at the same time, provided a few futuristic recommendations in establishing similar endeavors in promising economies.

Highlights from the 2008 Surviving Sepsis Campaign: Part 2

2009 ◽  
Vol 44 (4) ◽  
pp. 298-302
Author(s):  
Zachariah Thomas ◽  
Katarzyna Kimborowicz
Keyword(s):  
Pharmaceutical Industry ◽  
Protein C ◽  
Activated Protein C ◽  
Evidence Based ◽  
Blood Transfusions ◽  
Surviving Sepsis Campaign ◽  
Initial Resuscitation ◽  
Selective Digestive Tract Decontamination ◽  
Key Issues

Previously, 1 key issues surrounding the 2008 Surviving Sepsis Campaign (SSC) were examined, 2 including evidence-based ratings, initial resuscitation, antimicrobial therapy, vasopressor support, and the role of the pharmaceutical industry in the SSC. In part 2 of this series, the recommendations for corticotherapy, intensive insulin therapy, activated protein C, blood transfusions, and selective digestive tract decontamination are discussed.

ICT Based Learning

2011 ◽  
pp. 387-399
Author(s):  
Hakikur Rahman
Keyword(s):  
Social Inclusion ◽  
End Users ◽  
Fundamental Question ◽  
Education For All ◽  
Evidence Based ◽  
Mediated Learning ◽  
Learning Mechanisms ◽  
Depth Analysis ◽  
Effective Role

ICT mediated learning provides utilities for achieving the goal of education for all, and in turn acts as an enabler in reducing the digital divide, reducing poverty, and promoting social inclusion. However, the integration of ICTs in education deserves considerable investment in time and resources. Consequently, during planning to integrate ICTs in evidence-based information for making sound decisions by the end users incorporate extensive research and sharing of critical information along different phases of planning. Furthermore, implementation of ICT based learning demands in depth analysis and intelligent feedback of the processes. Technology does not improve learning in a straight way and the fundamental question remains always unanswered, in assessing the effectiveness of ICTs or assessing the effectiveness of instructional treatments that were initially (and effectively) less than perfect. This chapter has tried to critically analyze the effective role of ICT methods in learning and put forwards several success cases of learning mechanisms that assisted in socioeconomic empowerment and at the same time, provided a few futuristic recommendations in establishing similar endeavors in promising economies.

ICT-Based Learning

2008 ◽  
pp. 443-455
Author(s):  
Hakikur Rahman
Keyword(s):  
Social Inclusion ◽  
End Users ◽  
Fundamental Question ◽  
Education For All ◽  
Evidence Based ◽  
Mediated Learning ◽  
Learning Mechanisms ◽  
Depth Analysis ◽  
Effective Role

ICT mediated learning provides utilities for achieving the goal of education for all, and in turn acts as an enabler in reducing the digital divide, reducing poverty, and promoting social inclusion. However, the integration of ICTs in education deserves considerable investment in time and resources. Consequently, during planning to integrate ICTs in evidence-based information for making sound decisions by the end users incorporate extensive research and sharing of critical information along different phases of planning. Furthermore, implementation of ICT based learning demands in depth analysis and intelligent feedback of the processes. Technology does not improve learning in a straight way and the fundamental question remains always unanswered, in assessing the effectiveness of ICTs or assessing the effectiveness of instructional treatments that were initially (and effectively) less than perfect. This chapter has tried to critically analyze the effective role of ICT methods in learning and put forwards several success cases of learning mechanisms that assisted in socioeconomic empowerment and at the same time, provided a few futuristic recommendations in establishing similar endeavors in promising economies.

Nutritional considerations in the Paediatric Intensive Care Unit

2020 ◽  
pp. 215-224
Author(s):  
Ben D. Albert ◽  
Katelyn Ariagno ◽  
Nilesh M. Mehta
Keyword(s):  
Enteral Feeding ◽  
Paediatric Intensive Care Unit ◽  
Evidence Base ◽  
Critically Ill Children ◽  
Evidence Based ◽  
Controversial Issues ◽  
Refeeding Syndrome ◽  
Key Issues ◽  
Basic Concepts

This chapter provides the readers with an exhaustive overview of several key issues and challenges surrounding nutrition in critically ill children. This chapter covers basic concepts such as obtaining a nutritional history, assessment of nutritional status, and obtaining anthropometric measurements. This then leads on to further advanced concepts, including the role of parenteral nutrition, postpyloric enteral feeding, estimating energy requirements, indirect calorimetry, refeeding syndrome, and so on. The authors summarize the evidence base around controversial issues such as enteral feeding while on vasoactive infusions. This chapter stresses the importance of promoting and establishing enteral feeding, and provides the readers with tips to implement evidence-based practice.

scholarly journals Social Integration of Immigrants within the Linguistically Diverse Workplace: A Systematic Review

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Vibha Kaushik ◽  
Christine A. Walsh ◽  
Diana Haefele
Keyword(s):  
Systematic Review ◽  
Social Integration ◽  
Social Exclusion ◽  
Social Inclusion ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Visible Minorities ◽  
Determining Factors ◽  
Integration Of Immigrants

<p>As a consequence of international migration, a large number of workplaces are becoming linguistically diverse. This creates challenges for the workplace integration of immigrants and increases the risk of their social exclusion. A systematic review was conducted to determine the effects of linguistic diversity on social integration of immigrants within the workplace. Articles were identified by reviewing abstracts in electronic databases using key words related to linguistic diversity, social integration, immigrants and workplace. The search yielded ten peer reviewed articles, published in English, between 2000 and 2014. Information was extracted and synthesized from both quantitative and qualitative studies. The studies in this review were found to be concerned on three key areas of investigation: (1) social integration or social inclusion/exclusion, (2) social interaction and inter-group perception, and (3) accent discrimination. Smooth social and professional assimilation and the equality of opportunities for the immigrants were considered as the determining factors of their complete social integration in the workplace. Most studies in this review established a connection between social integration and local language skills; some also identified that factors such as racial discrimination and ethnicity based stereotyping contributed to social exclusion of immigrants, particularly when the studies involved visible minorities. The review enhances our understanding of challenges of complete social integration faced by immigrants and reinforces the need to invest in policies and program aimed at preventing marginalization of immigrants. However, due to limited number of studies identified by this review and the variation in findings, further research is necessary to investigate the role of linguistic diversity in the workplace integration of immigrants in immigrant receiving countries.  </p>

Self-Regulatory Aspects of Bullshitting and Bullshit Detection

2020 ◽  
Vol 51 (4) ◽  
pp. 239-253
Author(s):  
John V. Petrocelli ◽  
Haley F. Watson ◽  
Edward R. Hirt
Keyword(s):  
Evidence Based ◽  
Regulatory Aspects

Abstract. Two experiments investigate the role of self-regulatory resources in bullshitting behavior (i.e., communicating with little to no regard for evidence, established knowledge, or truth; Frankfurt, 1986 ; Petrocelli, 2018a ), and receptivity and sensitivity to bullshit. It is hypothesized that evidence-based communication and bullshit detection require motivation and considerably greater self-regulatory resources relative to bullshitting and insensitivity to bullshit. In Experiment 1 ( N = 210) and Experiment 2 ( N = 214), participants refrained from bullshitting only when they possessed adequate self-regulatory resources and expected to be held accountable for their communicative contributions. Results of both experiments also suggest that people are more receptive to bullshit, and less sensitive to detecting bullshit, under conditions in which they possess relatively few self-regulatory resources.

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