“You Have to be Resilient”: A Qualitative Study Exploring Advice Newcomer Youth Have for Other Newcomer Youth

Research infrequently includes the perspectives of vulnerable and marginalized youth. As the population of newcomer youth in Canada continues to grow, it is imperative that attention is devoted not only to challenges they experience, but also to resilience factors they perceive to support their adjustment and well-being. To address this gap, this qualitative research explored newcomer youths’ experiences and advice for other newcomer youth who have recently arrived in Canada. Thirty-seven newcomer youth from two medium-sized cities in Ontario participated in focus groups. Participants ranged from 14 to 22 in age and identified mostly as female refugees from the Middle East. Through thematic analysis, five overarching themes were found across groups: (1) moving to a new country is hard, (2) maintain a healthy mindset, (3) take an active role in the adjustment process, (4) stay true to who you are, (5) and you are not alone. Youth described hardships that make moving to a new country difficult including lack of belonging due to racism and bullying, insufficient orientation to new systems, language barriers, and high levels of stress. Findings demonstrated youths’ resilience, coping skills, and strategies to lead meaningful lives. Youth discussed resilience strategies such as maintaining a connection with home culture and religion, reframing thinking to be positive, receiving emotional support, accessing community support at newcomer agencies, and building language proficiency. Findings provide implications for professionals working with newcomer youth and reflect the importance of addressing structural barriers and racism. The opportunity for newcomer youth to share experiences as experts in research may also help to promote resilience.

Intra-cultural and Inter-cultural Contact Orientation of International Students in Japan: Uncertainty Management by Cultural Identification

The lack of exchange between international students and host nationals in Japan has long been a pressing issue, yet very little progress has been made to rectify this situation. This study examined this issue by focusing on how international students in Japan perceive intercultural contact with their host and home culture members during their sojourn. The study applied a qualitative approach based on grounded theory, collecting data through semi-structured interviews with 41 international students from China, the UK, and the USA, and tenets of Social Identity Theory and Anxiety/Uncertainty Management Theory were adopted. We analyzed the data on a framework of how international students manage uncertainty in the Japanese environment by identifying with the host and their own home cultures, which we distinguished as inter-cultural or intra-cultural contact orientation. International students demonstrated an intra-cultural rather than inter-cultural contact orientation due to the host nationals reacting to them as “foreigners.”

Do journalists cater to audience's social identity? Assessing the alignment of news content with readers’ national identity orientations

This study investigated the use of national stereotypes and home cultural referents (so-called “domestication”) in foreign news reporting, in relation to social identity theory which posits that individuals are drawn to information/assessments that positively describe the social groups to which they belong. Through a content analysis of influential newspapers from three different countries, this study finds that foreign news coverage tends to depict the home culture favorably while generally denigrating foreign societies, consistent with the theory's predictions. The study also finds that foreign news generally portrays the foreign society negatively with or without the stereotype but that stereotyping will enhance negativity. This research also employed cultural theories to probe the reciprocal nature between the audience and the journalists, both of who may share similar cultural frames.

Individual Responsibility for the Common Cause? Everyday Preservationism in the Interwar Russian Émigré Newsmagazine Illyustrirovannaya Rossiya

This article considers the approach of the popular Russian émigré newsmagazine Illyustrirovannaya Rossiya [Illustrated Russia] to so-called preservationism — simply put, the tendency to preserve prerevolutionary Russian culture in exile. More specifically, this article studies preservationism in the everyday life of the Russian interwar diaspora. Due to its long run, broad scope, and large readership, the magazine is a unique and invaluable document, offering significant insight into the social and cultural life of Russian émigrés. In order to gain an understanding of preservationism in Illyustrirovannaya Rossiya, a close reading of the periodical will be conducted, centred around questions such as whether the magazine covered any aspects of prerevolutionary Russian culture at all, and, if so, which and how? Focusing on three key elements of Illyustrirovannaya Rossiya’s editorial content, this article demonstrates that preservationism in popular and everyday culture as presented in this periodical differs markedly from its high-culture counterpart (such as highbrow literature and visual arts, for example). What stands out in Illyustrirovannaya Rossiya’s approach is that prerevolutionary Russian life and culture are rarely covered and, more importantly, never truly glorified. Instead, coverage of the Russian émigré community itself makes up a central part of the magazine’s content. When it comes to preserving Russian culture and identity, Illyustrirovannaya Rossiya pleads for finding a middle ground between preserving the home culture and adapting to the host culture. In doing so, the magazine frequently stresses readers’ individual responsibility to seek connection with their Russian identity instead of relying on leading émigré figures and institutions.

A Longitudinal Investigation of the Sociocultural Adaptation of Brazilian Students in New Zealand

<p>Global mobility means increasing numbers of individuals are exposed to potentially stressful experiences in their cross-cultural transition. A process of cultural learning is required to overcome differences between host and home culture during sociocultural adaptation. To study this process, this thesis employed a mixed-methods approach examining adaptive trajectory over a six-month educational exchange. The study analysed a unique population of 279 Brazilian high school students from low SES backgrounds arriving in New Zealand. Results from cross-lagged panel models in Study 1 indicated that higher initial ratings of English progress led to subsequent higher levels of interactions with New Zealanders three months after, which then led to higher ratings of language progress at the final time-point. A longitudinal mediation showed interaction with New Zealanders at the mid-point of the sojourn helped explain increased English ability over time. No longitudinal relations were observed for culture shock, indicating the influence of language progress and interactions with host culture on culture shock may vary across populations. In Study 2, we used thematic analysis on students’ open-ended interview responses to examine what their experiences in the new culture were. Three themes were identified: opportunities, difficulties, and general feelings. The identified themes supported the findings of Study 1 and highlighted the crucial role of language and social support during the students’ experiences. Combined, the studies partially confirmed previous research with our unique sample of Brazilian students, and placed further emphasis on the need to sample different populations in the study of adaptation.</p>

A Longitudinal Investigation of the Sociocultural Adaptation of Brazilian Students in New Zealand

<p>Global mobility means increasing numbers of individuals are exposed to potentially stressful experiences in their cross-cultural transition. A process of cultural learning is required to overcome differences between host and home culture during sociocultural adaptation. To study this process, this thesis employed a mixed-methods approach examining adaptive trajectory over a six-month educational exchange. The study analysed a unique population of 279 Brazilian high school students from low SES backgrounds arriving in New Zealand. Results from cross-lagged panel models in Study 1 indicated that higher initial ratings of English progress led to subsequent higher levels of interactions with New Zealanders three months after, which then led to higher ratings of language progress at the final time-point. A longitudinal mediation showed interaction with New Zealanders at the mid-point of the sojourn helped explain increased English ability over time. No longitudinal relations were observed for culture shock, indicating the influence of language progress and interactions with host culture on culture shock may vary across populations. In Study 2, we used thematic analysis on students’ open-ended interview responses to examine what their experiences in the new culture were. Three themes were identified: opportunities, difficulties, and general feelings. The identified themes supported the findings of Study 1 and highlighted the crucial role of language and social support during the students’ experiences. Combined, the studies partially confirmed previous research with our unique sample of Brazilian students, and placed further emphasis on the need to sample different populations in the study of adaptation.</p>

Beyond the Wards: Exploring the personal accounts of three New Zealand nurses during the Great War in Egypt

<p>Drawing upon the primary accounts of three Great War nurses – Mildred Salt, Louisa Higginson and Daphne Rowena Commons – who all served in the Mediterranean and Middle East, this thesis explores the theme of identity – gender identity, colonial identity and ‘tourist identity’. I argue that the nurses’ writing challenges the popular perception of nursing as a traumatic loss of innocence, which has been largely drawn from published works of volunteer nurses rather than professionals. The three nurses in this thesis spent very little time, if any, documenting what they witnessed in the wards. Their entries dispute the romantic notions presented in popular literature or propaganda posters used throughout the empire, which presented the nurses as young, innocent and beautiful and standing at the bedside of a wounded soldier. The first chapter examines the nurses’ identity as tourists. Overseas travel was a new experience for these nurses, and their experiences of the ‘Home’ culture of London and the exoticism of Egypt feature frequently in their diary entries and letters. Their responses were diverse, but common themes emerge. Many of the tensions the nurses experienced stemmed from their unusual position in the empire as women voters with a pioneering heritage. The second chapter will examine the two perceptions of ‘colonial’ – the positive and negative perception. The former was used by the British as a means of putting New Zealand nurses in their place. The latter formed when the nurses were treating New Zealand patients in hospital, acting as a physical and mental connection to home. The third chapter asks how the greater autonomy women possessed, due to their colonial lifestyle, influenced the nurses’ campaign for their right to serve overseas. The fourth, and final, chapter will explore how the nurses negotiated the traditional notions of womanhood whilst in the masculine environment of war. Not only did they face opposition from some military officials who believed war was no place for women, they observed and critiqued the behaviour of other women. Through exploring the diaries and letters of three New Zealand nurses, this thesis provides a more complex view of the experiences of almost 600 New Zealand professional nurses who were stationed overseas during the war.</p>

Beyond the Wards: Exploring the personal accounts of three New Zealand nurses during the Great War in Egypt

<p>Drawing upon the primary accounts of three Great War nurses – Mildred Salt, Louisa Higginson and Daphne Rowena Commons – who all served in the Mediterranean and Middle East, this thesis explores the theme of identity – gender identity, colonial identity and ‘tourist identity’. I argue that the nurses’ writing challenges the popular perception of nursing as a traumatic loss of innocence, which has been largely drawn from published works of volunteer nurses rather than professionals. The three nurses in this thesis spent very little time, if any, documenting what they witnessed in the wards. Their entries dispute the romantic notions presented in popular literature or propaganda posters used throughout the empire, which presented the nurses as young, innocent and beautiful and standing at the bedside of a wounded soldier. The first chapter examines the nurses’ identity as tourists. Overseas travel was a new experience for these nurses, and their experiences of the ‘Home’ culture of London and the exoticism of Egypt feature frequently in their diary entries and letters. Their responses were diverse, but common themes emerge. Many of the tensions the nurses experienced stemmed from their unusual position in the empire as women voters with a pioneering heritage. The second chapter will examine the two perceptions of ‘colonial’ – the positive and negative perception. The former was used by the British as a means of putting New Zealand nurses in their place. The latter formed when the nurses were treating New Zealand patients in hospital, acting as a physical and mental connection to home. The third chapter asks how the greater autonomy women possessed, due to their colonial lifestyle, influenced the nurses’ campaign for their right to serve overseas. The fourth, and final, chapter will explore how the nurses negotiated the traditional notions of womanhood whilst in the masculine environment of war. Not only did they face opposition from some military officials who believed war was no place for women, they observed and critiqued the behaviour of other women. Through exploring the diaries and letters of three New Zealand nurses, this thesis provides a more complex view of the experiences of almost 600 New Zealand professional nurses who were stationed overseas during the war.</p>

The Hungarian Sebeok

It was never a secret that Thomas A. Sebeok was born in Hungary, and he always referred to his Hungarian background. He emigrated from Hungary (1936) to England and later (1937) to the United States, where he Americanized his family name, Sebők. As a scholar, he started Finno-Ugric studies (not only in Hungarian, but also in Cheremis). Sebeok continued as a general linguist, and then as a communication expert. From the 1960s, he became a semiotician, a key figure in building an international semiotic network. Sebeok often visited Hungary in connection with his research activities. He was a foreign member of the Hungarian Academy of Sciences, and became Honorary Professor at Loránd Eötvöspapers University in Budapest. Such was the respect he garnered that an international congress was organized in Budapest in honor of his 70th birthday, and his papers and books were also translated into Hungarian. From his very wide range of interests, I mention here only the Hungarian context of studying animal signs. Prolific writer, excellent organizer, and eloquent speaker, Sebeok is unforgettable as a world-renowned person – with many ties to his home culture, which he referred to as his “Hungarian frame.”

GAME EDUKASI PUZZLE RUMAH ADAT TRADISIONAL INDONESIA BERBASIS ANDROID

Puzzle games are a way or style in the process of early childhood learning that is more suitable to increase children's learning interest so that the learning process feels more fun, the problem that arises is how to introduce and educate about traditional Indonesian traditional home culture so that the younger generation can get to know and preserve traditional Indonesian culture. To overcome this problem, a game is made that can introduce and educate about traditional Indonesian traditional house culture. While the programming language used in building games is constrcut2. The results of implementation and trials conducted by researchers, it can be concluded that traditional Indonesian traditional house puzzle education games can recognize and educate indonesia's most traditional culture, especially traditional house culture.