scholarly journals Social Trust, Literacy, and Lifelong Learning: A Comparison of the U.S. and Nordic Countries

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 767-767
Author(s):  
Samuel Van Vleet ◽  
Abigail Helsinger ◽  
Phyllis Cummins
Keyword(s):  
Formal Education ◽  
Social Trust ◽  
Nordic Countries ◽  
Literacy Skills ◽  
Policy And Practice ◽  
Social Equality ◽  
Economic Productivity ◽  
Low Levels ◽  
Aging Societies ◽  
The U.S

Abstract Societal social trust has been shown to be related to economic growth and equality. Low levels of social trust are especially consequential in aging societies and can result in low levels of social capital and greater inequality at older ages. Nordic countries are known for their greater social trust, access to education, economic productivity, and social equality. To better understand social trust promoters, we explored data from the 2012/2014 Program for the International Assessment of Adult Competencies (PIAAC) to examine relationships among social trust, basic skills (i.e., literacy), and non-formal education (NFE) participation for adults ages 45 to 65, in the U.S., Denmark, Finland, Norway, and Sweden. Additionally, through 19 key informant interviews and a review of the literature, we investigated the structure and availability of NFE across the five nations. As compared to the U.S., adults ages 45 - 65 in Nordic countries have higher levels of social trust (all Nordic countries; p < 0.001), lower rates of poor literacy skills (Finland, Norway, and Sweden; p <.001), greater rates of participation in NFE (Denmark and Sweden; p < 0.05). Through the availability of NFE, such as folk high schools and learning circles in Nordic countries, adults can participate in NFE at little or no cost. Similar programs are not available in the U.S. This research informs policy and practice for the provision of NFE, which is critical to increase levels of social trust, and in turn, to promote economic development, social equality and positive aging in the U.S.

scholarly journals Historical Racist Violence and Intergenerational Harms: Accounts from Descendants of Lynching Victims

2021 ◽  
Vol 694 (1) ◽  
pp. 78-91
Author(s):  
Shytierra Gaston
Keyword(s):  
African Americans ◽  
Research Policy ◽  
Well Being ◽  
Policy And Practice ◽  
Violent Event ◽  
History Of ◽  
Racialized Violence ◽  
Depth Interviews ◽  
The U.S

African Americans are disproportionately victimized by various forms of racialized violence. This long-standing reality is rooted in America’s history of racist violence, one manifestation being racial lynchings. This article investigates the long-term, intergenerational consequences of racial lynchings by centering the voices and experiences of victims’ families. The data comprise in-depth interviews with twenty-two descendants of twenty-two victims lynched between 1883 and 1972 in the U.S. South. I employed a multistage qualitative analysis, revealing three main domains of harmful impacts: psychological, familial, and economic. The findings underscore that racist violence has imposed harm beyond victims and for many decades and generations after the violent event. These long-term, intergenerational harms, especially if multiplied across countless incidents, can fundamentally impact the well-being of individuals, families, and communities as well as contribute to structural and macrolevel forces. Findings from this study have implications for research, policy, and practice, including efforts toward redress and reparations.

The United States Congress and Africanist Scholars

1991 ◽  
Vol 19 (2) ◽  
pp. 4-13
Author(s):  
David S. Wiley
Keyword(s):  
United States ◽  
Foreign Policy ◽  
The United States ◽  
African Studies ◽  
United States Congress ◽  
The Poor ◽  
Low Levels ◽  
The U.S

Linking scholars to the Congress is difficult primarily because of the weakness of Congressional interest in Africa, but also due to the low levels of interest among academics in both Congress and its Africa foreign policy and the poor resources of African studies in the U.S. to build a foundation of knowledge useful to the Congress.

scholarly journals A Systematic Approach to Spanish Neuropsychological Evaluation: Case Report with a Mexican Woman in an Outpatient Setting

2019 ◽  
Vol 34 (7) ◽  
pp. 1291-1291
Author(s):  
P Rivera ◽  
K Savage ◽  
A Ball
Keyword(s):  
Formal Education ◽  
Systematic Approach ◽  
The United States ◽  
Test Construction ◽  
Outpatient Setting ◽  
Literacy Skills ◽  
Neuropsychological Evaluation ◽  
Her Family ◽  
Mexican Woman ◽  
The Family

Abstract Objective The following case will demonstrate a systematic approach to neuropsychological evaluation with Spanish-speaking individuals, which includes creating a suitable test battery, interpreting results with appropriate normative samples, and incorporating personal history. Case Description 61-year-old, right-handed, Mexican female with 2 years of formal education, and with a recent history of subarachnoid hemorrhage with hydrocephalus. She was referred by her social worker and primary care provider to discern whether the reported cognitive complaints were due to a neurocognitive condition or depression. Diagnostic Impressions and Outcomes The evaluation was administered entirely in Spanish and some exams were modified to accommodate her limited literacy skills. She exhibited deficits in executive functioning, verbal fluency, and memory. Emotional testing revealed moderate depression with anxious distress, which she attributed to significant changes in everyday life. Her family informed us that she was the “matriarch of the family” and worked as a farm field truck driver, with significant difficulties/lack of engagement in both of these roles. Therefore, diagnoses of probable major vascular neurocognitive disorder and major depressive disorder with anxious distress were assigned. With this information, her providers were able to connect the family with community resources. Discussion The Hispanic population continues to be the fastest growing demographic in the United States. As more clinicians will work with members of this ethnicity in outpatient settings, it is important that they incorporate culturally-relevant factors in their approach to testing and interpretation of results. Nonetheless, this case demonstrates the current challenges and limitations, including modification of exams, differences in educational system that underlie test construction, and patient’s history. Recommendations for future areas of study and practice will also be discussed.

scholarly journals Acercar Culturas para Derribar Barreras: Traducción de Textos (Inglés-Español) en el Ámbito de la Salud Mental

2014 ◽  
Vol 1 ◽  
pp. 142-149
Author(s):  
Bruno Echaury Galván
Keyword(s):  
Literacy Skills ◽  
Hispanic Population ◽  
Frame Semantics ◽  
Translation Model ◽  
Latino Community ◽  
Fundamental Part ◽  
Salud Mental ◽  
Translation Methods ◽  
The U.S

Resumen: Este artículo presenta el marco teórico de un proyecto que se está teniendo lugar actualmente y que persigue la mejora de la calidad de los documentos informativos traducidos en el ámbito de la Salud Mental, dirigido al público hispano hablante que vive en Estado Unidos. El principal objetivo de este estudio es la creación de un modelo de traducción basado en la adaptación sociocultural y lingüística que mejora la legibilidad del texto y, en consecuencia, la eficacia de la transmisión de información. Los rasgos culturales y  las habilidades lingüísticos de la audiencia (en este caso, la comunidad latina de EE.UU.) deberían ser, en mi opinión, una parte fundamental en métodos y patrones de traducción, ya que ambos juegan un papel importante en el modo en el que el lector se acerca al texto y posteriormente lo entiende. Para introducir estos aspectos en un modelo d traducción, intentaremos combinar la teoría del marco  semántico de Filmore (1976) con diferentes estrategias orientadas a incrementar la legibilidad del texto. La razón de esta selección y del enfoque del proyecto se detallarán a lo largo de este artículo.Abstract: This paper presents the theoretical basis of an on-going translation project that seeks to improve the quality of translated information documents related to Mental Health which are addressed to the Hispanic population living in theUSA. The main objective is achieving a translation model based on sociocultural and literacy appropriateness which boasts documents intelligibility and, in consequence, the effectiveness of information transmission. The cultural features and literacy skills of the target audience (in this case, the U.S. Latino community) should be, in my opinion, a fundamental part of translation methods and patterns, since they both play an important role in the way a reader approaches and subsequently understands a text. In order to implement these aspects in our translation model, we intend to combine Fillmore’s Frame Semantics theory (1976) with different strategies oriented to improve texts intelligibility. The rationale for all these choices and the project’s perspectives are detailed throughout the following pages.

Educational Policy and Practice Contexts

2019 ◽  
pp. 39-66
Author(s):  
Misa Kayama ◽  
Wendy L. Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
Special Education ◽  
Educational Policy ◽  
Inclusive Education ◽  
Individual Rights ◽  
Education Policies ◽  
Policy And Practice ◽  
Relative Risks ◽  
Culturally Based ◽  
The Individual ◽  
The U.S

Chapter 3 lays the groundwork for understanding how educators incorporate national special education policies into their local, culturally based practices. It examines national disability policies and services in Japan, South Korea, Taiwan, and the U.S. Special education policies in all four nations have been influenced by the contemporary, international trend of inclusive education. Yet the ways in which policymakers and educators have responded to such international initiatives, which reinforce the individual rights of children with disabilities, vary cross-culturally. Such variation partly reflects culturally based differences in how the relative risks of disability labels and the benefits of specialized support are weighted, especially for these children whose functioning is at the border of “typical development” and “having disabilities.”

Education for Intercultural Understanding in Australian Schools: A Review of its Contribution to Education for a Sustainable Future

2003 ◽  
Vol 19 ◽  
pp. 81-95 ◽  
Author(s):  
Daniella Tilbury ◽  
Kate Henderson
Keyword(s):  
Environmental Education ◽  
Global Education ◽  
Formal Education ◽  
Social Issues ◽  
Asia Pacific ◽  
Intercultural Understanding ◽  
Policy And Practice ◽  
Critical Fields ◽  
Future Developments ◽  
Sustainable Future

AbstractEducation for Intercultural Understanding seeks a better world. Its principal goal is education for change through addressing social issues with an intercultural perspective arising at the local, national and especially international levels. Underpinning this cross-curricular dimension is education for a sustainable future - a core concern of Environmental Education.This article will review Australia's engagement with international and intercultural education within formal education with a specific focus on its contribution to a sustainable future. It identifies recent influences that have shaped school policy and practice in this area. Lost opportunities are discussed as well as the scope for future developments, in particular within the socially critical fields of Citizenship Education, Futures Education, Global Education and Anti-racism Education as well as Environmental Education and Education for Sustainable Development. This paper is an extract from a recent report commissioned by the UNESCO Asia-Pacific Centre for Education for International Understanding (APCEIU).

Moving Beyond Poverty: Effects of Low-Wage Work on Individual, Social, and Family Well-Being

2020 ◽  
Vol 101 (3) ◽  
pp. 249-259
Author(s):  
Jeffrey Shook ◽  
Sara Goodkind ◽  
Rafael J. Engel ◽  
Sandra Wexler ◽  
Kess L. Ballentine
Keyword(s):  
Social Workers ◽  
Social Issues ◽  
Well Being ◽  
Special Issue ◽  
Policy And Practice ◽  
Wage Work ◽  
The Social ◽  
Working Families ◽  
The U.S ◽  
Low Wage Work

Social work has long been committed to eliminating poverty, which is at the root of many of the social issues and challenges we address. Over 40% of the U.S. workforce makes less than $15/hour, and the accumulating evidence suggests this is not enough to meet basic needs. In this introduction to a special issue about low-wage work, we describe what is known regarding the experiences and well-being of low-wage workers, as well as promising policy and practice ideas to better support working families. We provide an overview of the included articles and conclude with encouragement for social workers to move beyond a narrow focus on poverty and more broadly consider the struggles and well-being of low-wage workers and their families.

Assessing the Socioeconomic Mobility and Integration of U.S. Immigrants and Their Descendants

2014 ◽  
Vol 657 (1) ◽  
pp. 108-135 ◽  
Author(s):  
Brian Duncan ◽  
Stephen J. Trejo
Keyword(s):  
Labor Market ◽  
Immigrant Integration ◽  
Supplementary Information ◽  
Socioeconomic Mobility ◽  
Socioeconomic Integration ◽  
Difficult Time ◽  
Integration Of Immigrants ◽  
Low Levels ◽  
American Society ◽  
The U.S

Over the last several decades, two of the most significant developments in the U.S. labor market have been (1) rising inequality and (2) growth in both the size and the diversity of immigration flows. Because a large share of new immigrants arrive with very low levels of schooling, English proficiency, and other skills that have become increasingly important determinants of success in the U.S. labor market, such immigrants and their descendants may be a poor fit for the restructured economy and consequently have a difficult time integrating into American society. In this article we discuss some of the issues that arise when investigating the socioeconomic integration of immigrants and their U.S.-born descendants, and we selectively review research on these topics. In addition, we consider what kinds of supplementary information might be valuable to collect to improve our understanding of immigrant integration and of the intergenerational mobility experienced by immigrant families.

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