Relevant bibliographies by topics / Cultural transition

Academic literature on the topic 'Cultural transition'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Cultural transition"

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Pradhana, Ngurah Indra. "Demographic Transition In Japanese Society (Socio-Cultural Study)." KIRYOKU 4, no. 2 (October 18, 2020): 106–9. http://dx.doi.org/10.14710/kiryoku.v4i2.106-109.

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This research is a field research by going directly to the community as informants to obtain data. The data were obtained through distributing questionnaires and interviews with young people in the Kobe District, Japan. These problems are summarized in a study entitled: Demographic Transition in Japanese Society One Socio-Cultural Study. In the data collection stage, a questionnaire method and Interview techniques were used. Meanwhile, the method used to analyze the data was descriptive method. In this study, the results of data analysis were presented using informal methods, namely explaining data by describing all elements descriptively. Factors causing the demographic transition experienced by Japanese society at this time include Japan's involvement in the World War, geographic contours that are prone to disasters, high cost of living, and the presence of sophisticated robots that are the choice of entertainers in Japanese society. From the problems that have occurred, there have been several efforts made by the Japanese Government, including announcing a special allowance program for families who want to give birth to more than three children. A working mother can use quite long leave both before and after giving birth.
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Hofmeister Tóth, Ágnes, and Léna Simányi. "Cultural Values in Transition." Society and Economy 28, no. 1 (April 1, 2006): 41–59. http://dx.doi.org/10.1556/socec.28.2006.1.3.

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Willow, Anna J. "Transition as Cultural Revitalization." Nature and Culture 16, no. 2 (June 1, 2021): 13–41. http://dx.doi.org/10.3167/nc.2020.160202.

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This article explores the Transition movement for climate change resilience as a cultural revitalization movement that is unfolding in response to the unique problems and prospects of the Anthropocene era. Drawing on ethnographic research, I suggest that personal well-being and community cohesion are essential motives for environmental movement participation. As Transition participants work to generate more satisfying cultural options, they relieve existential angst, reclaim the possibility of a positive future, create a safe space for radical resistance, and engender a simultaneously local and global sense of community. Ultimately, I argue that embracing environmental and (inter)personal action as both complementary and inextricably intertwined is essential if we are to catalyze the broad behavioral changes needed to evade catastrophic climate change and socioecological collapse.
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Willow, Anna J. "Transition as Cultural Revitalization." Nature and Culture 16, no. 2 (June 1, 2021): 13–41. http://dx.doi.org/10.3167/nc.2021.160202.

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This article explores the Transition movement for climate change resilience as a cultural revitalization movement that is unfolding in response to the unique problems and prospects of the Anthropocene era. Drawing on ethnographic research, I suggest that personal well-being and community cohesion are essential motives for environmental movement participation. As Transition participants work to generate more satisfying cultural options, they relieve existential angst, reclaim the possibility of a positive future, create a safe space for radical resistance, and engender a simultaneously local and global sense of community. Ultimately, I argue that embracing environmental and (inter)personal action as both complementary and inextricably intertwined is essential if we are to catalyze the broad behavioral changes needed to evade catastrophic climate change and socioecological collapse.
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Rutten, Kris. "Cultural Literacies in Transition." Critical Arts 34, no. 5 (September 2, 2020): 1–7. http://dx.doi.org/10.1080/02560046.2020.1840849.

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Colangelo, Aldo. "The Dynamics of Cultural Transition." Italian Canadiana 34 (September 16, 2021): 35–39. http://dx.doi.org/10.33137/ic.v34i0.37447.

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The article is based on a 1991-92 research, published in Sole senza Sole (1998). In his book Colangelo retraced the journey and life of 110 Italian women, residing in Toronto. He followed the stages of their lives, successes and difficulties, including those arising from their retirement onwards. For these women the greatest difficulties began just when they could relax with their husbands and enjoy the well deserved retirement. After the death of their spouses these women often lived alone; they did not know how to drive; their children were adults and independent; they did not interact much with their neighbours: they lived in a neighborhood far from shops, supermarkets, churches, etc. This situation created an existential void, isolation and solitude, aggravated by long, unnerving climatic conditions and a silence that it is not golden nor a “blessed solitude!” In this article, Colangelo reflects on the dynamics of the cultural transition of the emigrant-immigrant, who encompasses two different experiences: first as one who leaves his country, and second as one who enters the country in which he or she has decided to settle.
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Bakke, Marit. "Nordic Cultural Policy in Transition." Journal of Arts Management, Law, and Society 31, no. 1 (January 2001): 5–9. http://dx.doi.org/10.1080/10632920109599576.

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López-Calvo, Ignacio, Nelly Richard, Alan West-Durán, and Theodore Quester. "Cultural Residues. Chile in Transition." Chasqui 34, no. 2 (2005): 182. http://dx.doi.org/10.2307/29741997.

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Buchowicz, Bruce. "Cultural Transition and Attitude Change." Journal of General Management 15, no. 4 (June 1990): 45–55. http://dx.doi.org/10.1177/030630709001500404.

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Chung, Chi-Nien. "Institutional Transition and Cultural Inheritance." International Sociology 19, no. 1 (March 2004): 25–50. http://dx.doi.org/10.1177/0268580904040919.

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Dissertations / Theses on the topic "Cultural transition"

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Schartner, Alina. "Cross-cultural transition in higher education." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2429.

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This doctoral thesis reports on a longitudinal, mixed methods investigation of the academic, psychological and sociocultural adjustment and adaptation of a multinational sample of international postgraduate students undertaking one-year taught MA degrees in the humanities and social sciences at a single British university (N = 225). Despite a considerable body of empirical research on student sojourner adjustment, longitudinal mixed methods studies are rare (Zhou and Todman, 2009). Thus, this study combined a quantitative questionnaire-based approach with a qualitative interview-based approach. The quantitative element investigated associations over time between a set of contributory factors (English language ability, prior overseas experience, pre-sojourn knowledge about the UK, autonomy in the decision to study abroad, intercultural competence, social contact, and social support) and a range of adjustment outcomes (academic achievement, psychological wellbeing, satisfaction with life, sociocultural adaptation). The qualitative element aimed to monitor students’ academic, psychological and sociocultural adjustment processes over time. A further research interest was in whether and, if so, how an academic sojourn abroad affects student sojourners’ intercultural competence. Data-collection took place over a period of 14 months and comprised three stages: in stage one (October) particpants completed a self-report survey; in stage two (October to June) a sample of 20 student volunteers participated in three waves of one-to-one interviews; in stage three (June) particpants completed a second self-report survey. Additionally, students’ academic grades were obtained from the host university (November). The study revealed a number of associations between ‘pre-sojourn’ factors, social connectedness, and students’ level of adaptation. Moreover, three distinct patterns for academic, psychological and sociocultural adjustment could be teased apart from the data though students experienced the sojourn in distinct and nuanced ways. Finally, the study provides indications for the malleable and dynamic nature of intercultural competence over time. Informed by the empirical findings and in response to the paucity of theoretical models of the international student sojourn, this study proposes a new conceptual model of student sojourner adjustment and adaptation. The suggested model shows some similarities with other models in the wider acculturation literature, but it also refines and extends these models in scope.
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Bluemel, Helen. "Identity in transition : Leipzig's cultural downfall 1943-49." Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/54955/.

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In 1945, Leipzig was indeed the place to see the whole world, or at least all facets of the Second World War and its aftermath. The historic town centre of this city in the very heart of Germany had been largely destroyed in the first complete firestorm that the British bombing squads accomplished in December 1943. In total, 38 bombing raids on the city left large parts completely in ruins, including all cultural venues, dozens of churches, more than eighty percent of the trade fair buildings and forty percent of housing. Yet, Leipzig's military production survived intact, and the air armament factories went on producing right until the end of the war with the help of slave labour, namely some 20,000 concentration camp inmates, kept in the vicinity of Leipzig at Abtnaundorf, a satellite camp of Buchenwald.
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Naraghi, Negin Marie. "The experience of cultural transition among adolescent newcomers." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45356.

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The purpose of this research was to contribute to the literature on migration during adolescence by exploring the phenomenon of cultural transition as experienced by newcomer youth in Canada. The study employed a descriptive phenomenological research approach to answer the following question: “How do adolescents who immigrate or seek refuge in a new country experience cultural transition?” Interviews were conducted with ten adolescent newcomers, ages 15-17, who had migrated to Canada during their adolescent years. Participants represented six different countries of origin, and resided in both Vancouver and Vancouver Island. Using Giorgi’s (2009) psychological phenomenological method, data analysis uncovered eight major structures that captured participants’ experience of cultural transition. These structures included: (a) Pre-migration Experiences/ “I was excited”; (b) Post-migration Impressions/ “A totally new environment”; (c) Education/ “I’m always in school”; (d) Friendships “Friends is such an important part”; (e) Family/ “Changing makes you come closer”; (f) Language/ “Sometimes I don’t want to say anything”; (g) Internal Experiences/ “I wanted to leave” and (h) Cultural Identity/ “A bit of everything”. This study contributes to a greater understanding of the ways in which adolescents in Canada experience cultural transition, and sheds light on factors that are both challenging and supportive to their integration. Recommendations for further research are made, as well as specific recommendations for counsellors working with newcomer youth and their families.
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Macdonald, Winifred L. "English speaking migrant children in educational and cultural transition." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1322.

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The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction policies for the children led to difficulties and to experiences of cultural dissonance for the families.
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Macdonald, Winifred L. "English speaking migrant children in educational and cultural transition." Curtin University of Technology, Faculty of Education, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10503.

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The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular ++
reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction ++
policies for the children led to difficulties and to experiences of cultural dissonance for the families.
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Hewitt, Sara Ann. "Young urban Bulgarians| Transition and disempowerment." Thesis, Biola University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561128.

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Bulgaria has repeatedly been ranked as 1 of the most pessimistic and unhappy nations in the world in surveys conducted over the last 15 years. The transition to a democratic form of government and a free market economy that began in 1989 has been difficult, even traumatic. Young urban adults who have grown up during this period of uncertainty were the focus of this study. Because of Bulgaria's extremely low birth rate and high rate of emigration, this generation is small in demographic terms, but their contribution to the country's future is critical.

The purpose of this grounded theory study was to explore and describe the sources of hope that enable these young Bulgarians to survive and cope. Data were gathered through focus group discussions that involved the viewing of a contemporary Bulgarian film. 3 major themes emerged from the focus group data: power, the nature goodness, and the act of believing (as opposed to belief in a supernatural or religious object). Analysis of these themes and an extensive review of available literature, including many local Bulgarian-language sources, led to the development of a theory of disempowerment as the best explanation of participants' perception their environment, themselves, and how they choose to cope. Participants' primary coping strategy is withdrawal. Because they are convinced that their environment is hostile and unjust and that they do not possess sufficient power to protect themselves, their primary source of hope is to avoid further loss through maintaining a limited number of close personal relationships, avoiding civic involvement, and utilizing the act of believing as a form of rationalization. Participants show virtually no interest in or reliance on religious faith, belief in supernatural power, or existential meaning as sources of hope for their lives.

Though the theory of disempowerment is helpful in describing and understanding participants' lives, the sources of hope identified are ineffectual. This study suggests potential paths of application for churches and Christian organizations and recommends further research concerning the form that the search for existential meaning may take in the Bulgarian context.

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Shafiei, Mehrnoush. "Conceiving Iran's future: youth and the transition to parenthood." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106310.

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Since the publication of images of Iranian students' raised angry fists storming the American embassy in 1979, the idea of Iranian youth has captured the world's imagination and has been a source of puzzlement. The children of the Iranian revolution are today old enough to have their own children. Thus, one unique and original window from which to study Iranian youth is to investigate as they undergo the significant transition from youth to parenthood. This study will be in conversation with three expecting Montreal-based Iranian couples who fall in the cohort known as "the fruit of Iran's revolution;" in other words, youth that have lived entirely under the post revolutionary regime. I will examine parenting as an imagined projection and investigate ways in which my interlocutors envision their life as a first time parent. I suggest that the institution of parenting, with its focal point in society, presents a suitable framework for disentangling the complex and elusive understanding of Iranian youth.
Depuis la publication en 1979 d'images d'étudiants iraniens, en colère et les poings levés, attaquant l'ambassade américaine, la jeunesse iranienne est devenue un sujet captivant dans l'imaginaire et une source d'incertitude pour bon nombre de gens à travers le monde. Aujourd'hui, « les enfants de la révolution iranienne » sont assez âgés pour avoir leurs propres enfants. Par conséquent, un moyen unique et original d'étudier ce groupe est d'examiner sa transition de la jeunesse vers la parentalité. Cette étude se fera par le biais de conversations avec trois couples iraniens résidant à Montréal qui seront bientôt parents et qui tombent dans cette cohorte communément connue comme «le fruit de la révolution iranienne », en d'autres mots, ces jeunes qui ont vécu toute leur vie sous le régime postrévolutionnaire. Je regarderai la parentalité en tant que projection imaginaire et étudierai comment mes interlocuteurs envisagent de mener leurs nouvelles vies de parents. Je propose de regarder la parentalité, avec la société comme toile de fond, comme un cadre adéquat pour mieux saisir la jeunesse iranienne, sujet complexe et souvent insaisissable.
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Maher, Megan Patricia. "Making Sense of a New Culture: Transition of International School Leaders." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/81206.

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Researchers have placed the number of expatriates in the world at between forty and sixty million people in the years 2010 through 2013 (Finaccord, 2014; Firth, Chen, Kirkman and Kim, 2014). One segment of the ever-expanding expatriate population is that of international school leaders who guide learning for a culturally diverse community of expatriates around the world. The International School Consultancy Group (2014) estimated that there were upwards of 3.5 million students being educated in over 7,000 international schools. As the number of expatriates and expatriate families with school-age children increases, this challenge of leading education for a diverse international school community also increases. This ethnographic case study analyzed transition stories from international school leaders at one international school and addressed the following questions: ● How do international school leaders make their own journey to cultural awareness? ● How do international school leaders make sense of and identify the culture of their schools? ● How do international school leaders recognize beliefs and practices in their schools? Thematic analysis based on Boyatzis's (1998) Prior Research Driven Approach was used to analyze data. The findings are shared through a two-article manuscript style dissertation. The research produced findings that indicate that while local and expatriate international school leaders recognize international school culture as unique and follow similar patterns of reactions in their transitions, they do not perceive school culture through the same lens nor do they experience the same support in their cultural transitions.
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Habsari, Sri Kusumo, and habs0001@flinders edu au/kusumohabsari@yahoo com. "Gender and Cultural Transition in the Sinetron, Misteri Gunung Merapi." Flinders University. Women's Studies, 2008. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090202.191832.

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ABSTRACT This thesis offers a feminist cultural analysis of the popular Indonesian television serial (sinetron) Misteri Gunung Merapi (Mysteries of Mount Merapi). It investigates the television text in relation to its various contexts within the social and cultural transformations of contemporary Indonesia. Misteri Gunung Merapi has been produced since 1998, shortly after the financial crisis and the fall of the New Order regime. Since it was first broadcast by the Indosiar television station, it has ranked among the top-rating television programs in Indonesia, and I am interested in its success in this era of social transformation. The purpose of my study is to examine the significance of this success, including exploring the possibility that it is due to the serial’s engagement with recent issues in contemporary Indonesian culture, in particular the changing roles of women. The discussion falls into three main parts: a consideration of the contexts of socio-cultural change and the globalisation of the television industry within which the sinetron is produced; an examination of the way the sinetron draws on traditional theatrical performance, popular memory and supernatural belief; and a study of its representation of women and gender issues within the action-adventure genre to which it belongs. In the context of the television industry, this sinetron’s production signals the changing character of the industry, from state control to free market. In the socio-cultural context, as state control grew weaker and civil society flourished, the flow of globalization became more visible, foregrounding conflicts between Islamic and secular groups, often over the roles and representations of women. As a sinetron kolosal-laga or epic, the series tells historical and legendary stories in such a way that they speak to contemporary Indonesia as it is in the process of reinventing itself. Misteri Gunung Merapi draws on the narrative and dramatic conventions of both traditional theatrical performance and internationally popular genres of action cinema; it constructs popular memory to raise issues about the present; and it employs popular fascination with the supernatural to invoke the mixture of spiritual traditions that has always characterised Javanese culture, in particular. Focussing on the emergence of warrior women in film and television in both the Hollywood action-adventure and Kung Fu/wuxia genres, the thesis investigates the construction of female fighters on screen. I suggest that the sinetron does not share the same problems of gender representation that feminist criticism has identified in either of these genres. Four areas of analysis - heroism, body, power, and the camera - demonstrate that there is a different concept of gender in Indonesia which is illuminated in this sinetron’s representations of women and gender issues.
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Nagy, Murielle Ida. "Palaeoeskimo cultural transition, a case study from Ivujivik, Eastern Arctic." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21609.pdf.

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Books on the topic "Cultural transition"

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Zwegers, Bart. Cultural Heritage in Transition. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93772-0.

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Cultural residues: Chile in transition. Minneapolis: University of Minnesota Press, 2004.

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Beauregard, Devin, and Jonathan Paquette. Canadian Cultural Policy in Transition. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134022.

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Berry, John W., Jean S. Phinney, David L. Sam, and Paul Vedder. Immigrant Youth in Cultural Transition. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003309192.

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Borin, Elena, Mara Cerquetti, Marta Crispí, and Judith Urbano, eds. Cultural Leadership in Transition Tourism. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14121-8.

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Mundy, Simon. Cultural rights & European democracies in transition. Amsterdam: Gulliver, 2000.

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Spink, Linda. Personal safety in cross-cultural transition. [Washington, D.C.?]: Peace Corps, Office of Training and Program Support, 1985.

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Spink, Linda. Personal safety in cross-cultural transition. [Washington, D.C.?]: Peace Corps, Office of Training and Program Support, 1985.

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Chalmers, Beverley. African birth: Childbirth in cultural transition. River Club, South Africa: Berev Publications, 1990.

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Spink, Linda. Personal safety in cross-cultural transition. [Washington, D.C.?]: Peace Corps, Office of Training and Program Support, 1985.

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Book chapters on the topic "Cultural transition"

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Bongaarts, John, and Dennis Hodgson. "Country Fertility Transition Patterns." In Fertility Transition in the Developing World, 15–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11840-1_2.

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AbstractThis chapter focuses on the fertility transitions of individual countries. Countries are the entities that make policy decisions and implement family planning programs. Each country has a special set of economic, political, social and cultural conditions that influence fertility trends and related policies. We describe levels and trends in fertility in 97 developing countries between 1950 and 2020. Measures related to successive phases of the transitions are provided, including pre-transitional fertility, the timing of the onset, the pace of fertility decline, the timing of the transition’s end and post-transitional fertility. A special section discusses countries that have experienced a “stall” in their fertility transition. Transition patterns varied widely among developing countries over the past seven decades. Countries such as Singapore, Mauritius, Korea, Taiwan, and China experienced early, rapid, and complete transitions. In contrast, transitions in all but one country (South Africa) in sub-Saharan Africa have been late and slow, and fertility today remains well above replacement. Among the 97 countries examined, only 42 have reached the end of the transition, which is defined as having reached a TFR below 2.5 in 2020. The majority of countries are still in transition, and some have barely started a fertility decline.
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Arthur, Nancy. "Re-Entry Transition." In International and Cultural Psychology, 51–63. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8919-2_4.

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Wusun, Lin. "Translation in Transition." In Translation and Cultural Change, 177–81. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/btl.61.16wus.

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Abusaleh, Kazi, M. Rezaul Islam, and Md Nurul Islam. "Cultural transition and adaptation." In Globalization and Urban Culture in Dhaka, 126–44. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003096979-6.

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Salonen, Kirsi, and Kurt Villads Jensen. "Cultural Tradition and Transition." In Scandinavia in the Middle Ages 900-1550, 96–116. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003095514-6.

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Turner, Graeme. "In Transition." In Essays in Media and Cultural Studies, 1–16. 1 Edition. | New York: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429322716-1.

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Paquette, Jonathan, Carl Dholandas, and Devin Beauregard. "Canadian cultural policy." In Canadian Cultural Policy in Transition, 63–82. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134022-6.

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Beauregard, Devin. "Culture in transition." In Canadian Cultural Policy in Transition, 14–32. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134022-3.

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Clammer, John. "Cultural Resources for Sustainability." In Cultures of Transition and Sustainability, 41–64. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-52033-3_3.

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Paquette, Jonathan, and Carl Dholandas. "Cultural policy in Canada." In Canadian Cultural Policy in Transition, 48–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134022-5.

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Conference papers on the topic "Cultural transition"

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Dmitriev, Kirill. "Language-philology-culture. Arab Cultural Semantics In Transition." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2014. http://dx.doi.org/10.5339/qfarc.2014.sspp0933.

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García Ramírez, William. "Paisajes en movimiento: metodología para la identificación de paisajes culturales en las plazas de mercado de Bogotá." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Curso de Arquitetura e Urbanismo. Universidade do Vale do Itajaí, 2016. http://dx.doi.org/10.5821/siiu.6356.

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El reto que plantea esta investigación es comprender los distintos paisajes culturales presentes en las plazas de mercado de Bogotá, a través de la historia de la primera plaza de mercado cubierta de Bogotá y del país: La plaza de mercado de la Concepción. La reconstrucción de este paisaje cultural tiene un contexto físico: Bogotá, y un contexto temporal: la transición entre siglo XIX y Siglo XX (1.864-1.953). La propuesta de investigación se sustenta en la siguiente hipótesis: Los valores patrimoniales contenidos en el paisaje cultural de las plazas de mercado, no dependen de la existencia de la arquitectura que los alberga, sino de la permanencia de los ritos, costumbres, tradiciones que escapan a las formas espaciales, por lo que muchos de estos valores prevalecen hasta hoy como manifiestos de una cultura en las plazas de mercado bogotanas. Es por ello, que la identificación de los paisajes culturales manifestados en esta plaza de mercado, permitirá detentar los principales tipos de paisajes culturales actuales y sus valores patrimoniales, como testimonios del permanente encuentro entre las culturas del campo y de la ciudad. The challenge of this research is to understand the different cultural landscapes present in the market places of Bogota, across the history of the first marketplace covered of Bogota and of the country: The marketplace of the Concepcion. The reconstruction of this cultural landscape has a physical context: Bogota, and a temporary context: the transition between 19th century and 20th century (1.864-1.953). This proposal is sustained in the following hypothesis: The patrimonial values contained in the cultural landscape of the marketplaces, do not depend on the existence of the architecture that shelters them, but of the permanency of the rites, customs, traditions that escape to the spatial forms, for what many of these values prevail up to today as manifests of a culture in the of Bogotá marketplaces. It is for it, that the identification of the cultural landscapes demonstrated in the marketplace, will allow to hold the principal types of cultural current landscapes and his patrimonial values, as testimonies of the permanent meeting between the cultures of the country and the city.
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Lin, JingYang, QingKun Du, and Wei Bi. "Research on the Local Construction of Innovative Lingnan Cultural Tourism Town From the Perspective of Cultural Gene." In 2021 International Conference on Financial Management and Economic Transition (FMET 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210917.065.

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Robert, Sam. "Linguistic and Cultural Shifts of the Aranadan Tribe in Kerala." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-3.

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Language and cultural shifts are the major causes of endangerment of any community, which begins from minor switching of practices and verbal repertoires and ends with a whole change of community, and finally culminates in the community losing its own identity. Language shift usually takes place in a bilingual or multilingual speech community. It is a social phenomenon, whereby one language replaces another in a given society due to underlying changes in the composition and aspirations of the society. This process transitions from speaking the old to the new language. This is not fully a structural change caused by the dynamics of the old language as a system. The new language is adopted as a result of contact with another language community. The term language shift excludes language change which can be seen as an evolution, and hence the transition from older to newer forms of the same language. Contact between two or more cultures often leads to different sociological processes such as acculturation, cultural change, cultural genocide, and cultural shift. Cultural shift occurs when a community gives up its own socio-cultural practices like customs, rituals and traditional beliefs, and is characterized by changes in cultural symbols, rules of behavior, social organizations, or value systems. It differs from the process of cultural change in which a community’s culture can evolve independently. Shifts may take place at the level of an individual speaker who gradually forgets or shifts to another language and consequently this language spreads to an entire community. This phenomenon can be seen among the Aranadans, a primitive tribal community found mainly in the Malappuram district and in other Northern districts such as Kasargode and Kannur of Kerala, owing to their irreverence towards the preservation of their own language and culture. The socio-ecological, psychological and educational factors impact their language and cultural shifts. This paper illustrates and clarifies the reasons for the language and cultural shifts of the Aranadan tribal community.
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Maigre, Marie-Elisabeth. "THE INFLUENCE OF THE GÜLEN MOVEMENT IN THE EMERGENCE OF A TURKISH CULTURAL THIRD WAY." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/mxux7290.

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This paper aims to understand the role of Fethullah Gülen’s movement in the emergence of the new Islamic culture in Turkey. Among the Islamic dynamics that emerged in the 80s, the movement based on Gülen’s ideas is unique not in that it spread through an intellectual, healthcare and media network – this is true of other Sufi communities – but in its develop- ment of an effective educational programme now comprising more than 300 schools around the world. In the 1990s, this movement favoured a ‘Turkish Islam’ encompassing the principles of de- mocracy and moderation, and so rejected the radical ideals of Necmettin Erbakan’s Refah party. After the 1997 ‘soft coup’ removed the Erbakan government, pro-Islamic businesspeo- ple became more disinclined to support a party that could threaten their business interests. A reformist branch led by Istanbul mayor, Recep Tayyip Erdoğan, began to adopt the principles of democracy and religious freedom as part of a new political argument, and eventually won the general elections of November 2002. It seems that three actors – the Islamist reformists, the businessmen, and Gülen’s followers – converged around the common concepts of Turkish Islam, Conservative Democracy, and Business to re-elaborate the cultural content of the Islamic movement with a more Western- democratic and capitalist orientation. The phrase ‘Islam de marché’, coined by Patrick Haenni, refers to the culture, born of globalisation, in which business success is efficiently used to translate thinking or religious beliefs into something practical and derive some cul- tural influence from association with the state. Fethullah Gülen, whose movement is a paradigm of these new approaches, could be consid- ered a far-sighted visionary since he anticipated the need for Turkish people, whether secular or Islamist, to adapt to the present times, and the strong potential of globalisation to diffuse his vision of Islam.
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Akash, A. R., R. Navaneethakrishnan, Ramalatha Marimuthu, and S. Kanagaraj. "Cultural Factors impacting the Global Energy Transition - A Review." In 2018 Renewable Energies, Power Systems & Green Inclusive Economy (REPS-GIE). IEEE, 2018. http://dx.doi.org/10.1109/repsgie.2018.8488810.

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Peña, Courtney. "Sense of Belonging and Culturally Sustaining Mentorship: Lessons From a Cultural Center's Frosh Transition Program." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690366.

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Lacey, Jonathan. "REFLECTING ON THE GÜLEN MOVEMENT’S INTERFAITH DIALOGUE WORK THROUGH THE ACTIVITIES OF NITECA, A GÜLEN-INSPIRED SOCIETY BASED IN NORTHERN IRELAND." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/tnji8887.

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Until the peace agreement of 1998 the Catholics and Protestants of Northern Ireland were pe- dantically focused on what separates these two identities. Following the end of the decades- long ‘civil war’, reconciliation has led to increased migration to the region, which now hosts more than 20,000 people from ethnic minority backgrounds. This means that there are now more than just two identity communities in Northern Ireland. This paper focuses on an unlikely actor in this peace-building endeavour, a Turkic religio- cultural organisation, the Northern Ireland–Tolerance, Educational and Cultural Association (NI-TECA), inspired by the Turkish Islamic scholar Fethullah Gülen. The paper relies on ethnographic work and qualitative interviews conducted with members of NI–TECA, and draws on the writings of Fethullah Gülen and others to explain the organisation’s principles and policies as implemented by NI–TECA. The paper also reflects on the global influence of Fethullah Gülen’s ideas, of which the existence and work of NI–TECA is an illustration.
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Bespyatova, Yelena. "Institutional Transformation Of The Transition Economy (Empirical Nep Path." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.89.

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Krce Miocic, Bozena. "CREATION OF A CULTURAL ENVIRONMENT SUITABLE FOR ENTERPRENURIAL ACTIVITIES IN TRANSITION COUNTRIES." In SGEM 2014 Scientific SubConference on POLITICAL SCIENCES, LAW, FINANCE, ECONOMICS AND TOURISM. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b24/s7.018.

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Reports on the topic "Cultural transition"

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Shaw, R. D. The archaeology of the Manokinak site: a study of the cultural transition between late Norton tradition and historic Eskimo. Alaska Division of Geological & Geophysical Surveys, 1985. http://dx.doi.org/10.14509/1164.

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Yaremchuk, Olesya. TRAVEL ANTHROPOLOGY IN JOURNALISM: HISTORY AND PRACTICAL METHODS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11069.

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Our study’s main object is travel anthropology, the branch of science that studies the history and nature of man, socio-cultural space, social relations, and structures by gathering information during short and long journeys. The publication aims to research the theoretical foundations and genesis of travel anthropology, outline its fundamental principles, and highlight interaction with related sciences. The article’s defining objectives are the analysis of the synthesis of fundamental research approaches in travel anthropology and their implementation in journalism. When we analyze what methods are used by modern authors, also called «cultural observers», we can return to the localization strategy, namely the centering of the culture around a particular place, village, or another spatial object. It is about the participants-observers and how the workplace is limited in space and time and the broader concept of fieldwork. Some disciplinary practices are confused with today’s complex, interactive cultural conjunctures, leading us to think of a laboratory of controlled observations. Indeed, disciplinary approaches have changed since Malinowski’s time. Based on the experience of fieldwork of Svitlana Aleksievich, Katarzyna Kwiatkowska-Moskalewicz, or Malgorzata Reimer, we can conclude that in modern journalism, where the tools of travel anthropology are used, the practical methods of complexity, reflexivity, principles of openness, and semiotics are decisive. Their authors implement both for stable localization and for a prevailing transition.
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Sultana, Munawar. Culture of silence: A brief on reproductive health of adolescents and youth in Pakistan. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1006.

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Previous research on the reproductive health of adolescents and youth in Pakistan has not addressed the diversity of adolescent experiences based on social status, residence, and gender. To understand the transition from adolescence to adulthood more fully, it is important to assess social, economic, and cultural aspects of that transition. This brief presents the experience of married and unmarried young people (males and females) from different social strata and residence regarding their own attitudes and expectations about reproductive health. More young people aged 15–24 live in Pakistan now than at any other time in its history—an estimated 36 million in 2004. Recognizing the dearth of information on this large group of young people, the Population Council undertook a nationally representative survey from October 2001 to March 2002. The analysis presented here comes from Adolescents and Youth in Pakistan 2001–02: A Nationally Representative Survey. The survey sought information from youth aged 15–24, responsible adults in the household, and other community members in 254 communities. A total of 6,585 households were visited and 8,074 young people were interviewed.
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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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Parsons, Helen M., Hamdi I. Abdi, Victoria A. Nelson, Amy M. Claussen, Brittin L. Wagner, Karim T. Sadak, Peter B. Scal, Timothy J. Wilt, and Mary Butler. Transitions of Care From Pediatric to Adult Services for Children With Special Healthcare Needs. Agency for Healthcare Research and Quality (AHRQ), May 2022. http://dx.doi.org/10.23970/ahrqepccer255.

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Objective. To understand the evidence base for care interventions, implementation strategies, and between-provider communication tools among children with special healthcare needs (CSHCN) transitioning from pediatric to adult medical care services. Data sources. We searched Ovid MEDLINE, Ovid Embase, the Cochrane Central trials (CENTRAL) registry, and CINAHL to identify studies through September 10, 2021. We conducted grey literature searches to identify additional resources relevant to contextual questions. Review methods. Using a mixed-studies review approach, we searched for interventions or implementation strategies for transitioning CSHCN from pediatric to adult services. Two investigators screened abstracts and full-text articles of identified references for eligibility. Eligible studies included randomized controlled trials, quasi-experimental observational studies, and mixed-method studies of CSHCN, their families, caregivers, or healthcare providers. We extracted basic study information from all eligible studies and grouped interventions into categories based on disease conditions. We summarized basic study characteristics for included studies and outcomes for studies assessed as low to medium risk of bias using RoB-2. Results. We identified 9,549 unique references, 440 of which represented empirical research; of these, 154 (16 major disease categories) described or examined a care transition intervention with enough detail to potentially be eligible for inclusion in any of the Key Questions. Of these, 96 studies met comparator criteria to undergo risk of bias assessment; however only 9 studies were assessed as low or medium risk of bias and included in our analytic set. Low-strength evidence shows transition clinics may not improve hemoglobin A1C levels either at 12 or 24 months in youth with type 1 diabetes mellitus compared with youth who received usual care. For all other interventions and outcomes, the evidence was insufficient to draw meaningful conclusions because the uncertainty of evidence was too high. Some approaches to addressing barriers include dedicating time and resources to support transition planning, developing a workforce trained to care for the needs of this population, and creating structured processes and tools to facilitate the transition process. No globally accepted definition for effective transition of care from pediatric to adult services for CSHCN exists; definitions are often drawn from principles for transitions, encompassing a broad set of clinical aspects and other factors that influence care outcomes or promote continuity of care. There is also no single measure or set of measures consistently used to evaluate effectiveness of transitions of care. The literature identifies a limited number of available training and other implementation strategies focused on specific clinical specialties in targeted settings. No eligible studies measured the effectiveness of providing linguistically and culturally competent healthcare for CSHCN. Identified transition care training, and care interventions to
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Ota, Akiko. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1051.

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Bergsen, Pepijn, Leah Downey, Max Krahé, Hans Kundnani, Manuela Moschella, and Quinn Slobodian. The economic basis of democracy in Europe: structural economic change, inequality and the depoliticization of economic policymaking. Royal Institute of International Affairs, September 2022. http://dx.doi.org/10.55317/9781784135362.

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- To understand contemporary challenges to European democracy, it is crucial to look beyond the surface of politics and consider the deeper relationship between democracy and the economy. Instead of focusing exclusively on the rise of ‘populism’, it is necessary to acknowledge the multiplicity of threats to European democracy, in particular those arising from the structure of European economies and economic policymaking. - Understanding these weaknesses in the functioning of European democracies is crucial to an effective approach to future economic transformations, in particular the green transition, but also for dealing effectively and equitably with challenges such as higher inflation. It is important that the relevant policy changes and responses are democratically legitimate and do not foster the kind of political backlash that previous economic transformations did. - Over the past 40 years, economic inequality – ranging from income inequality to discrepancies in wealth and economic security – has widened throughout developed economies. In turn, these developments have generated increasing political inequality, as economic policymaking has served the interests of the well-off. - Democratic systems have also been made less responsive to electorates through the ‘depoliticization’ of policymaking, in particular economic policy, as a result of its insulation from national-level democratic scrutiny. The expansion of technocratic modes of governance – notably through independent central banks and EU-level institutions – has in many cases entrenched the policy preferences of specific groups in institutions removed from direct democratic control. - As this depoliticization has to a large extent made democratic contestation over economic policy redundant, politics has increasingly been polarized around ‘cultural’ questions. But such a focus on culture is unlikely to address the inequalities behind the dysfunction of democracies in Europe. - Strengthening European democracy requires a ‘repoliticization’ of economic policymaking, including both fiscal and monetary policymaking. In the specific context of the EU, this would mean opening up more policy space for national decision-makers and parliaments – in particular by giving them a more influential role in fiscal policy, and by making monetary policy more democratic.
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Bertassini, Ana Carolina, Aldo Roberto Ometto, and Mateus Cecilio Gerolamo. The Role of Organizational Culture in the Transition Towards the Circular Economy –A Practical Perspective. University of Limerick, 2021. http://dx.doi.org/10.31880/10344/10196.

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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Pillay, Hitendra, and Brajesh Pant. Foundational ( K-12) Education System: Navigating 21st Century Challenges. QUT and Asian Development Bank, 2022. http://dx.doi.org/10.5204/rep.eprints.226350.

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Foundational education system commonly referred to as K-12 school education is fundamental for people to succeed in life as noted in United Nations declaration of human rights. Consequently, decades of investments have helped K-12 sector evolve and respond to new demands but many of the traditional thinking has remained and thus hinder agility and disruptive evolution of the system. In most countries the national school education systems are perhaps the largest single enterprise and subjected to socio-cultural, economic and political influences, which in turn make it reluctant and/or difficult to change the system. However, as the world transitions from industrial revolution to information revolution and now to knowledge economy, the foundational education sector has been confronted with several simultaneous challenges. The monograph reviews and analyses how these challenges may be supported in a system that is reliant on traditional rigid time frames and confronted by complex external pressures that are blurring the boundaries of the school education landscape. It is apparent that doing more of the same may not provide the necessary solutions. There is a need to explore new opportunities for reforming the school education space, including system structures, human resources, curriculum designs, and delivery strategies. This analytical work critiques current practices to encourage K-12 educators recognize the need to evolve and embrace disruptions in a culture that tends to be wary of change. The key considerations identified through this analytical work is presented as a set of recommendations captured under four broad areas commonly used in school improvement literature
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