scholarly journals THE DETERMINANTS OF POSITIVE CREATIVE ADAPTATION OF YOUTH IN THE POLISH-CZECH BORDERLAND

2021 ◽  
Vol 14 (2) ◽  
pp. 506-520
Author(s):  
Małgorzata Bieńkowska
Keyword(s):  
Art Education ◽  
Ethnic Conflict ◽  
Culturally Diverse ◽  
Local Community ◽  
Mutual Understanding ◽  
Creative Work ◽  
Team Members ◽  
Diverse Environment ◽  
Project Participants ◽  
Diverse Groups

The purpose of this text is to showcase creativity in action, creativity that has been directed to fostering mutual understanding and cooperation in a culturally diverse environment – in a region that has seen ethnic conflict. The text is devoted to the analysis of the work of two interrelated organisations – the Borderland Foundation, Poland and the Center for Borderland Arts, Cultures and Nations, Poland – which for decades have been working innovatively on a complex history, together with the local community. This is a history that includes nationally and religiously diverse groups. Experiences with the local community have provided the inspiration for the Borderland Foundation and the Centre for Borderland Arts, Cultures and Nations for further creative work in art, education and history focussed on the phenomenon of borderland identity. The text is based on an analysis of both institutions’ websites, as well as interviews with their team members and project participants.

Cultural Imperialism and the Assessment of Creative Work

2019 ◽  
pp. 275-297
Author(s):  
Juniper Hill
Keyword(s):  
Culturally Diverse ◽  
Social Inequalities ◽  
Music Educators ◽  
Cultural Imperialism ◽  
Creative Work ◽  
Value Judgments ◽  
Creative Development ◽  
Cultural Importance ◽  
Diverse Learning ◽  
Work Strategies

Assessing creative work is often challenging, even more so in culturally diverse learning environments, in which students and educators may not hold the same musical values. An instructor aiming to teach proficiency within a specific style may unintentionally give feedback that devalues a student’s personal creative expressions, which in many cases reflect diverse musical heritages. Such devaluing feedback can inhibit individual creative development, stifle innovation, and perpetuate sociocultural power imbalances. In this chapter examples from jazz, classical, and traditional musicians in Cape Town and Helsinki illustrate how and why idiomatic boundaries are enforced, how musical value judgments can perpetuate social inequalities, and how negative feedback can inhibit individual creative development. The chapter emphasizes the personal, social, and cultural importance of embracing musical diversity and the value of permitting and supporting developing musicians to go beyond idiomatic conventions in their creative work. Strategies are discussed for how music educators might better support individual creative development and social justice.

scholarly journals Mobilizing foreign language students for multilingual crisis translation in Shanghai

Multilingua ◽  
2020 ◽  
Vol 39 (5) ◽  
pp. 587-595 ◽  
Author(s):  
Yongyan Zheng
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Local Community ◽  
University Student ◽  
Technical Knowledge ◽  
Structured Interviews ◽  
Close Collaboration ◽  
Team Members ◽  
Student Volunteers ◽  
The University

AbstractThis paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order to overcome the challenges, they worked in close collaboration and used translingual and network strategies to facilitate prompt and high-quality crisis translation. Findings suggest that foreign language university students in local universities may serve as readily available multilingual resources and can be mobilized in prompt response to the grassroots multilingual needs of the local community in times of crisis. The paper ends with implications for measures and strategies to enhance effective emergency language service and crisis communication for global multilingual cities.

scholarly journals Improving support for breastfeeding mothers: a qualitative study on the experiences of breastfeeding among mothers who reside in a deprived and culturally diverse community

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Erica Jane Cook ◽  
Faye Powell ◽  
Nasreen Ali ◽  
Catrin Penn-Jones ◽  
Bertha Ochieng ◽  
...  
Keyword(s):  
Health Care ◽  
Focus Groups ◽  
Health Care Professionals ◽  
Culturally Diverse ◽  
Local Community ◽  
Framework Analysis ◽  
Black African ◽  
Early Stages ◽  
Practical Support ◽  
Diverse Community

Abstract Background The United Kingdom has one of the lowest breastfeeding rates in Europe, with the initiation and continuation of breastfeeding shown to be closely related to the mothers’ age, ethnicity and social class. Whilst the barriers that influence a woman’s decision to breastfeed are well documented, less is known how these barriers vary by the UK’s diverse population. As such, this study aimed to explore mothers’ experiences of breastfeeding and accessing breastfeeding services offered locally amongst a deprived and culturally diverse community. Methods A qualitative interpretive study comprising of 63 mothers (white British n = 8, Pakistani n = 13, Bangladeshi n = 10, black African n = 15 and Polish n = 17) who took part in single-sex focus groups, conducted in local community centres across the most deprived and ethnically diverse wards in Luton, UK. The focus groups were audio-recorded, transcribed and analysed thematically using Framework Analysis. Results The most common barriers to breastfeeding irrespective of ethnicity were perceptions surrounding pain and lack of milk. Confidence and motivation were found to be crucial facilitators of breastfeeding; whereby mothers felt that interventions should seek to reassure and support mothers not only during the early stages but throughout the breastfeeding journey. Mothers particularly valued the practical support provided by health care professions particularly surrounding positioning and attachment techniques. However, many mothers felt that the support from health care professionals was not always followed through. Conclusions The findings presented inform important recommendations for the design and implementation of future programs and interventions targeted at reducing breastfeeding inequalities. Interventions should focus on providing mothers practical support and reassurance not only during the early stages but throughout their breastfeeding journey. The findings also highlight the need for tailoring services to support diverse communities which acknowledge different traditional and familial practices.

scholarly journals Stroke in India: Bio-socioeconomic determinants

2016 ◽  
Vol 04 (02) ◽  
pp. 071-076 ◽  
Author(s):  
Sweta Singla ◽  
Rajiv Singla
Keyword(s):  
Culturally Diverse ◽  
Health Resources ◽  
Stroke Care ◽  
Disability Adjusted Life Years ◽  
Stroke Management ◽  
Disability Adjusted Life ◽  
Life Years ◽  
Diverse Environment ◽  
Causes Of Mortality ◽  
Catastrophic Disease

AbstractWorldwide, stroke is one of the leading causes of mortality. Further, it leads to significant morbidity in the form of residual deficits and disability-adjusted life years. India with its culturally diverse environment and economically developing status presents unique challenges in providing stroke care. Various myths, misconceptions, poor knowledge about stroke, and poor availability of health resources afflict the nation and present barriers in stroke management. A multipronged approach to bring various disciplines together with the help of newer technologies such as smartphones and its applications need to be evolved to fight this catastrophic disease.

Ecumenical upbringing – the implementation of the organisational forms and the methods of the activity of schools above the primary level, taking under consideration the diversity of faiths and confessions on the land of Pszczyna

2021 ◽  
Vol 14 ◽  
pp. 129-145
Author(s):  
Natalia Ruman
Keyword(s):  
Religious Education ◽  
Culturally Diverse ◽  
Direct Interaction ◽  
Cultural Pluralism ◽  
Lifestyle Behavior ◽  
Cultural Assumptions ◽  
Primary Level ◽  
Diverse Environment ◽  
Life Model ◽  
Integral Education

In the contemporary socio-cultural assumptions, there is a need for the program, which appeared to cultural pluralism and religious among students. This growing awareness of the existing different communities is one of the reasons that education assign a significant role in shaping the life model based on the interaction of individuals and communities, and entire societies - without destructive conflicts of national, ethnic, religious or cultural. The main foundations would be tolerance for attitudes and customs, respect for language, traditions, religions of all students, the mutual enrichment through exchange of values, instilling the principles of peaceful existence and cooperation in social and cultural opposition to any form of discrimination, and - apart from learning about their own history and culture - getting to know the values of other cultures. Functioning in a culturally diverse environment makes it assume a distinctive lifestyle, behavior and conduct, drawing from more than one source of culture, assimilating more or less consciously different values, directly experiencing other cultures and entering into direct interaction with its representatives. To do this, develop the concept of integral education and pedagogy open, inspired, among others, Christianity. Religious Education is to fill an important humanizing role. It gives a basis to build attitudes of intercultural dialogue and tolerance.

Collaborative B-learning as a tool to studying and preparing for inclusion in a culturally diverse environment

2021 ◽  
pp. 231-254
Author(s):  
Silvia Romero-Contreras ◽  
Ismael García-Cedillo ◽  
Gabriela Silva-Maceda
Keyword(s):  
Culturally Diverse ◽  
Diverse Environment

Clinical Applications and Investigation of the Acceptance of Mental Illness

2016 ◽  
pp. 146-158
Author(s):  
Lauren Mizock ◽  
Zlatka Russinova
Keyword(s):  
Mental Illness ◽  
Serious Mental Illness ◽  
Culturally Diverse ◽  
Clinical Care ◽  
Clinical Applications ◽  
Barriers And Facilitators ◽  
Future Research ◽  
Potential Development ◽  
Peer Specialists ◽  
Diverse Groups

This chapter reviews the 14 key principles of the process of acceptance of mental illness among culturally diverse groups that emerged from the findings in this book. Each principle is accompanied by clinical recommendations for facilitating the process of acceptance of mental illness. Examples are provided as to how clinicians, peer specialists, and researchers might respond to issues of acceptance of mental illness to facilitate hope and recovery. A number of acceptance-related techniques and theories in clinical care are also discussed. To further understanding and promote the process of acceptance of mental illness among persons in recovery, areas of potential development for future research are reviewed. An “Acceptance of Mental Illness Checklist” with scoring information is provided to assess the dimensions of acceptance and barriers and facilitators among people with serious mental illness and to aid further clinical and research examination of this construct.

scholarly journals Self-Efficacy Appraisals and Test-Taking Behavior of Students from Culturally Diverse Populations

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Menucha Birenbaum ◽  
Fadia Nasser-Abu Alhija
Keyword(s):  
Test Performance ◽  
Self Efficacy ◽  
Culturally Diverse ◽  
Mathematics Curriculum ◽  
Achievement Level ◽  
Score Distribution ◽  
Test Taking ◽  
Mathematics Test ◽  
8Th Graders ◽  
Diverse Groups

This study examined the relationships between self-efficacy calibration and test-taking behavior as measured by the percentage of skipped items, unreached items, and incorrect responses on a mathematics test. Jewish and Arab 8th graders in four achievement levels, as defined by quartiles of the test score distribution, were compared with respect to their mathematics self-efficacy and their test-taking behavior. The results indicated that in every achievement level Arab students as compared to their Jewish counterparts tended to report higher levels of self-efficacy and to attempt more items on the test, which resulted in a higher rate of incorrect responses. The results support previous research findings pointing to the detrimental effect that overestimation of SE has on performance. The results were discussed with reference to the metacognitive processes involved in estimation of self-efficacy and in test performance. The identified gaps between the two ethnic groups were discussed in light of the learning culture that characterizes each of them. The contribution of the Israeli context, whereby students from two culturally diverse groups study according to the same mathematics curriculum but in separate schools, to understanding factors underlying culture-related group differences in mathematics test performance was underscored.

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