scholarly journals Cultural Influences on Negotiations between the Chinese and the British in Higher Educational Settings in the UK

2021 ◽  
Vol 02 (5) ◽  
Author(s):  
Olotuah Damilola Esther
Keyword(s):  
Cultural Influences ◽  
Educational Settings ◽  
Higher Educational ◽  
The Uk

scholarly journals Science cafés. Cross-cultural adaptation and educational applications

2009 ◽  
Vol 08 (04) ◽  
pp. A01 ◽  
Author(s):  
Michael Norton ◽  
Kayoko Nohara
Keyword(s):  
Cultural Context ◽  
Science Communication ◽  
Cultural Influences ◽  
Theoretical Models ◽  
Theory And Practice ◽  
Personal Skills ◽  
Institute Of Technology ◽  
Educational Applications ◽  
The Uk ◽  
Science Cafe

Tokyo Institute of Technology (TokyoTech) has been developing a number of methodologies to teach graduate students the theory and practice of science communication since 2005. One of the tools used is the science café, where students are taught about the background based primarily on theoretical models developed in the UK. They then apply that knowledge and adapt it the Japanese cultural context and plan, execute and review outcomes as part of their course. In this paper we review 4 years of experience in using science cafés in this educational context; we review the background to the students’ decision-making and consensus-building process towards deciding on the style and subject to be used, and the value this has in illuminating the cultural influences on the science café design and implementation. We also review the value of the science café as an educational tool and conclude that it has contributed to a number of teaching goals related to both knowledge and the personal skills required to function effectively in an international environment.

scholarly journals Culturally Responsive Teaching: Its Application in Higher Education Environments

2020 ◽  
Vol 10 (5) ◽  
pp. 124
Author(s):  
Laveria Hutchison ◽  
Leah McAlister-Shields
Keyword(s):  
Higher Education ◽  
Culturally Responsive Teaching ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Pedagogical Practice ◽  
Responsive Teaching ◽  
Graduate Level ◽  
Educational Settings ◽  
Preservice Teaching ◽  
Higher Educational

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity. This article outlines instructional activities that can be used by faculty in higher education programs to assist their students with learning to co-construct culturally responsive lessons. This type of instruction should lead to a process in which faculty in higher educational settings can assist their preservice teacher candidates and graduate-level students in understanding the community in which they will serve or currently serve and to bring the funds of knowledge of their students into positive and productive learning environments.

scholarly journals Symptom Severity in Advanced Cancer, Assessed in Two Ethnic Groups by Interviews with Bereaved Family Members and Friends

2003 ◽  
Vol 96 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Jonathan Koffman ◽  
Irene J Higginson ◽  
Nora Donaldson
Keyword(s):  
Ethnic Groups ◽  
First Generation ◽  
Symptom Control ◽  
Family Members ◽  
Cultural Influences ◽  
Ethnic Communities ◽  
Advanced Illness ◽  
Cancer Symptoms ◽  
The Uk ◽  
Bereaved Family

Little research has been reported on the experience of cancer among minority ethnic communities in the UK. As part of a wider survey in inner London we interviewed bereaved family members or close friends of 34 first-generation black Caribbeans and of 35 UK-born white patients about symptoms and symptom control in the year before death with cancer. They were drawn from population samples in which the response rates were equal at about 46%. Symptoms in the two ethnic groups were similar. However, multivariate logistic regression indicated greater symptom-related distress in black Caribbeans for appetite loss, pain, dry mouth, vomiting and nausea, and mental confusion. Respondents were also more likely to say, in relation to black Caribbean patients, that general practitioners (though not hospital doctors) could have tried harder to manage symptoms. The findings suggest a need for better assessment and management of cancer symptoms in first-generation Caribbean Londoners, guided by a deeper understanding of cultural influences on their responses to advanced illness.

scholarly journals Who owns educational research? Disciplinary conundrums and considerations

2015 ◽  
Vol 15 (4) ◽  
pp. 472-488 ◽  
Author(s):  
Bethan Marshall ◽  
Kate Pahl
Keyword(s):  
Educational Research ◽  
Educational Settings ◽  
English History ◽  
Arts Based Research ◽  
Content Type ◽  
Arts And Humanities ◽  
The Arts ◽  
The Social ◽  
The Uk ◽  
Research Councils

Purpose – The purpose of this paper is to consider the dynamics of submitting arts-based research in a climate that is dominated, in the UK, by the social sciences. Design/methodology/approach – It begins by taking a view on arts-based research, considering mainly Eisner and Dewey but exploring the possibilities of other forms such as baroque research. It goes on to look at some examples of arts-based research that has been carried out, funded by the Arts and Humanities Research Council. The authors conclude by saying that interdisciplinary research, while being encouraged by research councils, is also made more difficult by these same research councils’ funding structures. Findings – The authors consider that this has an effect on defining what educational research is and could be. The authors argue that this is important not only in relation to the range of disciplinary perspectives that can be drawn upon within educational settings, for example, the need to engage with disciplines such as English, History, Philosophy, Music and Fine Art, but also in relation to methodological understandings of how research should be conducted within educational settings. Originality/value – The research studies are arts based but with an original educational orientation.

scholarly journals An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 151 ◽  
Author(s):  
Glenda J Cox ◽  
Henry Trotter
Keyword(s):  
South Africa ◽  
Visual Representation ◽  
Cape Town ◽  
Institutional Culture ◽  
Personal Control ◽  
Educational Settings ◽  
Institutional Level ◽  
Higher Educational

This paper examines three new tools – a framework, an heuristic and a lens – for analysing lecturers’ adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt – or do not adopt – OER, these tools enable greater analytical insights at the institutional and cross-institutional level, and hold the potential for generic global application. The framework – the OER Adoption Pyramid – helps distinguish and compare the factors shaping lecturers’ OER adoption which are both immediate (over which they have personal control) and remote (over which they have less or no control). The heuristic – the OER Readiness Tables – derives from the Pyramid and provides a visual representation of the institutions’ obstacles and opportunities for OER engagement. The lens – of “institutional culture” – nuances these comparisons so that the analysis remains attentive to granular, idiosyncratic variables shaping OER decisions. We believe this research will have value for scholars interested in researching OER adoption, and institutions interested in promoting it.

scholarly journals “The Languo of Flows”

2019 ◽  
Vol 11 (2) ◽  
pp. 280-301
Author(s):  
John Brannigan ◽  
Frances Ryfield ◽  
Tasman Crowe ◽  
David Cabana
Keyword(s):  
Nuclear Power ◽  
Cultural Influences ◽  
Irish Sea ◽  
Ecosystem Change ◽  
Cultural Representations ◽  
Material Flows ◽  
Cultural Discourses ◽  
Commodification Of Nature ◽  
The Irish Sea ◽  
The Uk

Abstract “Flow” is a key concept in our era of liquid modernity, across a broad range of ecological, economic, and cultural discourses. In this essay, we examine the material flows integral to naturecultures through the specific case study of Seascale on the Cumbria coast in the UK. Through an analysis of cultural representations, we show the construction of Seascale as a seaside resort in the nineteenth and early twentieth centuries, and the rapid and irrevocable sinking of its cultural value since the commissioning of the nuclear power and reprocessing plant at Sellafield in 1947. By following the “flows” of pleasure, emotion, energy, and waste through Seascale, we explore the legacies of nuclear contamination for coastal communities, within a broader regime of the commodification of nature. This essay emerges from a transdisciplinary research project to investigate the cultural influences and impacts of ecosystem change in coastal environments around the Irish Sea. A collaboration between environmental humanities and ecological sciences, the project sought a materialist intervention in the conceptualization and practice of ecosystem assessment so as to capture and map a more inclusive and multidirectional sense of the flows that are integral to ecosystems, and to move beyond the limitations of dominant models of environmental stewardship. In contrast to the ways in which flow metaphors have been employed in contemporary economic and environmental discourse, the project attempts to analyze the material flows integral to naturecultures through particular places, perspectives, and agencies.

”Little girl, where do you think you go with this method?”: shame and use of emergency contraception

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
L Cantarero Arevalo ◽  
E Merchant
Keyword(s):  
Young Women ◽  
Cultural Awareness ◽  
Emergency Contraception ◽  
Service Providers ◽  
Unwanted Pregnancy ◽  
Cultural Influences ◽  
The United Kingdom ◽  
Health Related ◽  
Cultural Taboos ◽  
The Uk

Abstract Background In England in 2018, 45% of pregnancies were unplanned at the time of conception. In 2017, there were 192,900 abortions carried out for women residing in England and Wales, with the highest rate of abortion being for women aged 20-24 (28.2 per 1000 resident women). Aim To understand social and cultural influences which affect ethnic minority young women's utilization and experience of emergency contraception in the United Kingdom. Methods Qualitative in-depth interviews following an interview topic guide were conducted with seven young women currently living in the UK, whose parents were born outside the UK. Interviews were recorded, transcribed and input into NVivo version 11.4.3. Transcriptions were coded to identify themes and these themes were then analyzed to identify commonalities and establish connections to understand perceptions and experiences of the participants. The themes coded were “Knowledge of emergency contraception”, “relationships” “concerns about obtaining and using EC”, “balancing risks” and “religion and culture”. Results Participants were often not open with their parents about sexual health related topics. Cultural taboos still persist towards sex before marriage which could translate into guilt and shame about using EC. When asked about concerns surrounding EC, participants mentioned concerns relating to obtaining EC, generally involving privacy embarrassment or shame. Stigma and concern about what others may think was a fairly frequent theme throughout the interviews, with participants being worried about what friends, family or service providers would think about them. Conclusions cultural awareness in healthcare reiterate the need for interventions which take into consideration sociocultural contexts. This is essential to ensure that young women have access to emergency contraception in order to prevent unwanted pregnancy. Key messages Despite availability of emergency contraception, young women still face the risk of going through an unwanted pregnancy becuase of embarrasment and shame. Cultural taboos towards sex before marriage still persists and this is translated into guilt and shame about using emergency contraception.

scholarly journals A Review on the Use and Perceived Effects of Mobile Blogs on Learning in Higher Educational Settings

2013 ◽  
Vol 10 (1) ◽  
Author(s):  
Helmi Norman ◽  
Rosseni Din ◽  
Norazah Nordin ◽  
Thomas Ryberg
Keyword(s):  
Educational Settings ◽  
Perceived Effects ◽  
Higher Educational
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