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Artículos de revistas sobre el tema "Multi-cultural"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 30 de julio de 2024

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1

Guo, Yi Nan, Yuan Yuan Cao y Dan Dan Liu. "Multi-Population Multi-Objective Cultural Algorithm". Advanced Materials Research 156-157 (octubre de 2010): 52–55. http://dx.doi.org/10.4028/www.scientific.net/amr.156-157.52.

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In existing multi-population multi-objective cultural algorithms, information are exchanged among sub-populations by individuals. However, migrated individuals can not reflect the evolution information enough, which limits the evolution performance.In order to enhance the migration efficiency, a novel multi-population multi-objective cultural algorithm adopting knowledge migration is proposed. Implicit knowledge extracted from the evolution process of each sub-population directly reflects the information about dominant search space. By migrating the knowledge among sub-populations at the constant interval, the algorithm realizes more effective interaction with less communication cost. Taken benchmark functions as the examples, simulation results indicate that the algorithm can effectively obtain the Pareto-optimal sets of multi-objective optimization problems. The distribution performance is also improved.

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2

임은미, 김은주 y 정성진. "Multi-cultural Studies and Multi-cultural Counseling Studies in South Korea". Korea Journal of Counseling 10, n.º 3 (septiembre de 2009): 1291–304. http://dx.doi.org/10.15703/kjc.10.3.200909.1291.

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3

EunSook Seo. "Multi-cultural Ethics Education". Journal of Moral & Ethics Education ll, n.º 37 (diciembre de 2012): 363–402. http://dx.doi.org/10.18338/kojmee.2012..37.363.

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4

Precourt, Geoffrey. "The Multi-Cultural Mandate". Journal of Advertising Research 50, n.º 3 (septiembre de 2010): 227–28. http://dx.doi.org/10.2501/s0021849910091373.

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5

권연경. "Paul’s Multi-Cultural Gospel". Korean Evangelical New Testament Sudies 17, n.º 1 (marzo de 2018): 97–136. http://dx.doi.org/10.24229/kents.2018.17.1.004.

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6

Bromley, Helen. "The multi-cultural reader". Early Years Educator 11, n.º 6 (octubre de 2009): xiv—xvi. http://dx.doi.org/10.12968/eyed.2009.11.6.44416.

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7

김현아. "The Mediating Effect of Multi-cultural Counseling Self-efficacy in the Relationship between Multi-cultural Acceptability, and Multi-cultural Competence". Korea Journal of Counseling 14, n.º 3 (junio de 2013): 1717–37. http://dx.doi.org/10.15703/kjc.14.3.201306.1717.

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8

Sim, MiYoung y OnYu Lee. "An Analysis of Structural Relation of Multi-cultural Experience, Self-worth, Multi-cultural Stereotype and Multi-cultural Acceptance of Youth". Journal of Humanities and Social sciences 21 8, n.º 6 (31 de diciembre de 2017): 547–60. http://dx.doi.org/10.22143/hss21.8.6.37.

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9

A Straka, Douglas. "Collaboration in Multi-stakeholder, Multi-cultural Organizational Environments". Issues in Informing Science and Information Technology 14 (2017): 163–75. http://dx.doi.org/10.28945/3739.

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Aim/Purpose: Governments, private business, and academia have become increasingly aware of the importance of collaboration in multi-stakeholder, multicultural environments. This is due to the globalization and (developing) mutual relationships with other global partners, due to the often varying visions and goals between the respective organizations in managing projects that span those environments. Background: This research conducts a survey of literature pertaining to organizational collaboration in multi-stakeholder, multicultural environments in government, private business, and academic sectors, conducting an analysis to identify the gaps in the basic questions thus far explored in the literature. The gap analysis will expose the opportunities for greater collaboration in these environments. Methodology: The author conducted a literature review to identify existing research gaps to focus interviews that will develop multiple case studies in future research. Contribution/Findings: This literature review has determined gaps in understanding how contributing factors to cultural communication impact collaboration in multi-cultural, multi-stakeholder organizations, encouraging additional research in this area. Recommendations for Practitioners: Practitioners have the opportunity to develop their use of cultural communication contributing factors, potentially increasing their collaboration efficiency. Recommendation for Researchers: Researchers have opportunity to gather empirical evidence that factors of cultural communication may influence collaboration in the multi-cultural, multi-stakeholder environment. Impact on Society Improved understanding of how cultural communication factors influence collaboration in multi-cultural, multi-stakeholder organizations can improve organizational efficiency. Future Research: Gather empirical evidence that factors of cultural communication may influence collaboration in the multi-cultural, multi-stakeholder environment.

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10

권숙인. "'Multi-ethnic/Multi-cultural' Japan and Japanese Studies". Korea Journal of Japanese Studies ll, n.º 29 (junio de 2009): 195–221. http://dx.doi.org/10.35368/kjjs.2009..29.008.

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11

Kwangcheol Shin. "Multi-cultural Society and Religion". Studies in Religion(The Journal of the Korean Association for the History of Religions) ll, n.º 59 (junio de 2010): 1–16. http://dx.doi.org/10.21457/kars..59.201006.1.

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12

Tomlinson, Sally y Trevor Corner. "Education in Multi-Cultural Societies". European Journal of Education 21, n.º 3 (1986): 310. http://dx.doi.org/10.2307/1503076.

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13

Carter, Jane Robbins. "Multi-cultural Graduate Library Education". Journal of Education for Library and Information Science 56, n.º 1 (febrero de 2015): 53–72. http://dx.doi.org/10.3138/jelis.56.1.53.

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14

VORDERSTRASSE, Tasha. "Multi-Cultural Aspects of Pottery". Eastern Christian Art 4 (31 de diciembre de 2007): 81–94. http://dx.doi.org/10.2143/eca.4.0.2024668.

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15

Nikiforova, Basia. "MULTI-CULTURAL VALUES AND BORDERS". CREATIVITY STUDIES 2, n.º 1 (30 de junio de 2009): 26–38. http://dx.doi.org/10.3846/2029-0187.2009.1.26-38.

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The presumption of this paper is the view of multi‐culturalism as a concept grounded on an assumption, rather than data, and legitimized by proclamation, rather than legislation. Multi‐culturalism as a socio‐political construction is not only “a multi‐cultural and multi‐religious mosaic”, but it has its own values. The new borders inside the European Union (EU) are non‐territorial, which confirms the new paradigm about the weakening factor of territorial belonging as such. Nowadays, values become a more and more powerful source of demarcation. The aim of this article is to challenge the problem and its consequences for the identity and perception of values in the new European situation, in which borders are merely symbolic. Multi‐culturalism is the revalorization of ethnocentric tradition and the creation of post‐materialist values such as individual self‐expression, personal transformation, openness and solidarity to others, gender and racial equality, greater tolerance for an ethnic, cultural and religious diversity.

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16

Constantin, Elena Claudia. "COMMUNICATING IN MULTI-CULTURAL EUROPE". Professional Communication and Translation Studies 4 (5 de mayo de 2023): 31–40. http://dx.doi.org/10.59168/bnyq8537.

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The article is part of a research on the management of communication in the EU programs. It analyzes the way in which EU communicates with its citizens and it studies the EU strategy for communication. The findings show that from 2001 to 2007, the Commission has made a lot of efforts to improve communication. The EU citizens have access to legislation, procedures and information in their national tongue and the possibility to communicate with all the institutions in 23 official languages. Nevertheless, the surveys indicate a general lack of interest of the public opinion in the European problems and the EU policy. Improving the way in which EU communicates with its citizens remains an ongoing process. The author suggests that the Romanian people should also be informed about the communication problems faced by the founding member states, so that adequate measures can be taken.

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17

Blandy, Doug y Kristin G. Congdon. "Multi-Cultural Art Education a Multi-Cultural Symposium on Appreciating and Understanding the Arts". Art Education 41, n.º 6 (noviembre de 1988): 20. http://dx.doi.org/10.2307/3193086.

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18

Kim, Min-Ji. "A Study on the Multi-Cultural Attitude of University Students for Multi-Cultural Pacifism". Journal of Peace Studies 17, n.º 4 (30 de septiembre de 2016): 59–80. http://dx.doi.org/10.14363/kaps.2016.17.4.59.

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19

Nager, Alan L. "Reflections on three multi-cultural experiences". Social Identities 27, n.º 2 (20 de enero de 2021): 283–87. http://dx.doi.org/10.1080/13504630.2021.1873760.

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20

Skulski, Przemysław. "MULTI-CULTURAL PROBLEMS IN INTERNATIONAL BUSINESS". Ekonomia XXI Wieku, n.º 16 (2017): 22–35. http://dx.doi.org/10.15611/e21.2017.4.02.

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21

Keçeci, Berra y Halil Ekşi. "Multi-Cultural Counseling and Spiritual Interventions". Spiritual Psychology and Counseling 4, n.º 2 (15 de junio de 2019): 163–80. http://dx.doi.org/10.37898/spc.2019.4.2.0066.

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With the start of individuals from different cultures and subcultures taking part in the same society, the process of understanding and recognizing cultures has found its place in psychology and counseling. While multicultural counseling evaluates the counselor’s cultural values in the counseling environment, various ideas have been formed to address spirituality. This article summarizes the place of counseling in the psychology literature, along with perspectives on dealing with religion and spirituality. It then aims to examine the process of multiculturalism and multicultural counseling in terms of spirituality and traditional approaches.

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22

Congdon, Kristin G. "Multi-Cultural Approaches to Art Criticism". Studies in Art Education 30, n.º 3 (1989): 176. http://dx.doi.org/10.2307/1320962.

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23

Oliver, Paul. "Multi-cultural education—A conceptual analysis". Vocational Aspect of Education 42, n.º 111 (abril de 1990): 25–28. http://dx.doi.org/10.1080/13636829008619467.

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24

Kurtvapova, Veronika M. "CONCEPTUAL APPARATUS OF MULTI-CULTURAL EDUCATION". Bulletin of the Moscow State Regional University (Pedagogics), n.º 3 (2017): 46–54. http://dx.doi.org/10.18384/2310-7219-2017-3-46-54.

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25

Lartey, Emmanuel Y. "Pastoral Counselling in Multi-Cultural Contexts". American Journal of Pastoral Counseling 5, n.º 3-4 (17 de septiembre de 2002): 317–29. http://dx.doi.org/10.1300/j062v05n03_07.

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26

Bragg, Sara. "Feminist subjects, multi-media: Cultural methodologies". Women's Studies International Forum 19, n.º 5 (septiembre de 1996): 574–75. http://dx.doi.org/10.1016/0277-5395(96)84977-6.

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27

Zimring, Stuart D. "Multi-Cultural Issues in Advance Directives". Journal of the American Medical Directors Association 2, n.º 5 (septiembre de 2001): 241–45. http://dx.doi.org/10.1016/s1525-8610(04)70212-1.

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28

Zimring, Stuart D. "Multi-Cultural Issues in Advance Directives". Journal of the American Medical Directors Association 3, n.º 2 (marzo de 2002): S88. http://dx.doi.org/10.1016/s1525-8610(04)70448-x.

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29

Zimring, Stuart D. "Multi-Cultural Issues in Advance Directives". Journal of the American Medical Directors Association 3, n.º 2 (marzo de 2002): S89—S93. http://dx.doi.org/10.1016/s1525-8610(04)70449-1.

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30

Park, Myungsook. "Multi-cultural acceptability among college students". Journal of community welfare 74 (31 de agosto de 2020): 115–46. http://dx.doi.org/10.15300/jcw.2020.74.3.115.

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31

Isely, Douglas C. "Improved teaching of multi-cultural groups". 3C ON-LINE 1, n.º 1 (octubre de 1994): 5–6. http://dx.doi.org/10.1145/381867.381885.

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32

Thompson, Keith. "Teaching in the Multi-Cultural Classroom". Soundings (Reston, VA) 1, n.º 2 (enero de 1988): 16–20. http://dx.doi.org/10.1177/104837138700100211.

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33

Kim, Sun-Ae y Jong-Hwa Han. "The effects of multi-cultural activities using storytelling on young children's prejudice and multi-cultural awareness". Journal of Korea Open Association for Early Childhood Education 22, n.º 4 (31 de agosto de 2017): 73–96. http://dx.doi.org/10.20437/koaece22-4-04.

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34

Foster-Carter, Olivia. "Review Articles : Texts for the multi-racial, multi-cultural classroom". Critical Social Policy 5, n.º 15 (diciembre de 1985): 102–16. http://dx.doi.org/10.1177/026101838500501510.

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35

Huby, Guro y M. R. Salkind. "Social work in a multi-racial and multi-cultural environment". Journal of Social Work Practice 4, n.º 2 (mayo de 1990): 90–97. http://dx.doi.org/10.1080/02650539008413431.

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36

Moon, Tai-Hyong. ""The Relationship among Early Childhood Teacher’s Positive Psychological Capital, Multi-cultural Acceptability,and Multi-cultural Teaching Competency"". Korean Society for Child Education 27, n.º 3 (25 de agosto de 2018): 55–70. http://dx.doi.org/10.17643/kjce.2018.27.3.03.

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37

Song, Ryoung y Jung-Hee Kim. "A Comparative Study on Job Stress and Teachers' Efficacy of Multi-Cultural and Non Multi-Cultural Teachers". Korean Society for Child Education 27, n.º 3 (25 de agosto de 2018): 307–35. http://dx.doi.org/10.17643/kjce.2018.27.3.16.

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38

Kim, Su Jin. "A Study on Multi-cultural Society in Korea: Focusing on Multi-cultural Policy, Social Capital, and Corruption". Korea Association for Corruption Studies 23, n.º 1 (30 de marzo de 2018): 95–120. http://dx.doi.org/10.52663/kcsr.2018.23.1.95.

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39

Deokin Lee. "A Study on the Multi-cultural Society and the Multi-cultural Crime by Foreigners Living in Korea". KYUNGPOOK NATIONAL UNIVERSITY LAW JOURNAL ll, n.º 38 (febrero de 2012): 73–106. http://dx.doi.org/10.17248/knulaw..38.201202.73.

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40

Chang Ho Hong. "A Study of Development and Effect of Multi-cultural Art program for Improvement of Multi-cultural Perception". Journal of Art Education 48, n.º ll (febrero de 2017): 225–58. http://dx.doi.org/10.35657/jae.2017.48..009.

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41

Jin, Yu-le, Ling Li y Sheng-quan Luo. "Chinese multi-cultural education: possibilities and paths". International Journal of Educational Management 28, n.º 3 (4 de marzo de 2014): 299–305. http://dx.doi.org/10.1108/ijem-04-2013-0061.

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Purpose – The purpose of this paper is to reform the multi-cultural education in China so as to construct a homogenous education model. Design/methodology/approach – Based on the appeal for multi-ethnic culture development of the era and the possibilities for constructing multi-cultural education in China, this paper proposed paths to construct multi-cultural education in China. Findings – First, this paper explains the reasons to construct a multi-cultural education in china: the intrinsic appeals for multi-ethnic culture development; the increasing culture exchange during economy transformation; foreign culture shock in the setting of globalization. Second, it indicates the possibilities for establishing multi-cultural education in China: the arrival of the multi-cultural era and the education ideal of “Unity without Uniformity.” Third, it points out the paths to construct Chinese multi-cultural education: to establish an educational policy with core socialist value; to perfect Chinese multi-cultural education policies; to construct a multi-cultural education model. Practical implications – This paper points out the paths to construct Chinese multi-cultural education: to establish an educational policy with core socialist value; to perfect Chinese multi-cultural education policies; to construct a multi-cultural education model. Originality/value – This paper analyzes the possibilities and paths for constructing multi-cultural education in China and would be helpful for reforming multi-cultural education in China.

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42

Bousetta, Hassan, Adrian Favell y Marco Martiniello. "Governing multicultural Brussels: paradoxes of a multi-level, multi-cultural, multi-national urban anomaly". Journal of Ethnic and Migration Studies 44, n.º 12 (2 de agosto de 2017): 2070–85. http://dx.doi.org/10.1080/1369183x.2017.1341712.

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43

Chamisah, Chamisah y Ridhwan M. Daud. "THE INTEGRATION OF EDUCATION IN MULTI-RACIAL AND MULTI-CULTURAL SOCIETY". Jurnal Ilmiah Didaktika 17, n.º 1 (19 de julio de 2017): 38. http://dx.doi.org/10.22373/jid.v17i1.1589.

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This study aims to know the reasons of education ina multi-racial and multi-cultural society demands integration.. The studywhich focuses onMalaysia country typified by three major ethnic groups, namely Malays, Chinese and Indians,foundthat, firstlythe integration of curriculum in creating a holistic education isvital for the society to create a competitive human capital with value laden such as trustworthiness, dedication, creativity, civic awareness and many more. Secondly, integration curriculum emphasizes on the equity and equality of education for all.Through interacting with individuals from a range of religious and ethnic backgrounds, people will learn to understand, accept and embrace differences. Throughsharing experiences and aspirations,a common national identity and ultimately unity can be achieved. Therefore, integrating curriculum is not only to integrate Islamic concepts in the education system but alsoto integrate all the concepts that make one comprehensive curriculum. Thirdly, it is important to integrate the curriculum with a value-laden perspective to encourage solidarity and harmony. Keywords: Multi-racial; Multi-cultural society; Education; Malaysia

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44

Meylahn, Johann-Albrecht. "An Ethos of Deconstruction in Multi-Cultural and Multi-Religious Contexts". Religion & Theology 23, n.º 3-4 (2016): 368–85. http://dx.doi.org/10.1163/15743012-02303004.

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The essay will focus on the role of Derrida’s différance in opening a space for an alternative ethos in religious or cultural plural contexts. In postcolonial contexts individual human rights, as the universal norm, is challenged by religious and cultural traditional practices. Some of the traditional practices are incompatible with individual rights and this is aggravated in a postmodern context as there is no universal meta-narrative to arbitrate between the conflicting practices. The result of this conflict is often a stalemate between the universal rights of individuals, often marginal individuals (children, homosexuals and women), over against religious and cultural values and traditions of the particular local context or religious or cultural group. The question this article focuses on is how deconstruction can help to move beyond such ethical conflicts. The article proposes that deconstruction can offer a way of reading, interpreting and understanding these cultural practices within their contexts, by taking the various practices (texts) within their contexts seriously as there is no beyond the text. This reading creates an inter-textual space between the various dominant narratives for the emergence of an alternative ethos. This emerging ethos is not presented as the ethical norm, but rather as an open, expectant attitude towards all the texts involved. This attitude can maybe open the space for alternative practices beyond the stalemate in multi-religious and multi-cultural contexts.

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45

Khan, Samiullah, Sanam Wagma Khattak y Sarfaraz Ahmed Shaikh. "Gender Perception in Multi-cultural Classroom Discourse". Global Social Sciences Review V, n.º III (30 de septiembre de 2020): 99–108. http://dx.doi.org/10.31703/gssr.2020(v-iii).11.

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Societies shape people in and outwards look with different connotations such as gender, attitude and behavior. Humans are the product of society, and each society is different in terms of the environment created by the dwellers. There are societal taboos that are common and similar in most societies of the world, but such cultural affinities are due to the geographical association and the impact of globalization. Common norm, which is practiced in one society is not acceptable in other society, whether it is within a country or in another country. For example, house chores and taking responsibility for the care of the husband is appreciated in Libya, but the same practice is not considered a stereotype in turkey. Women craze for ornaments in South Africa, similar to the customs in Libya and turkey. The discourse of the participants reveals a cultural perception that varies from person to person and culture to culture. Thoughts and behavior are made by society, and the same thoughts are changed with a wave of time.

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46

Hong, Jong Myung. "Exploratory Research on Multi-cultural Bilingual Education". Journal of international area studies 16, n.º 3 (31 de octubre de 2012): 279. http://dx.doi.org/10.18327/jias.2012.10.16.3.279.

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47

박은혜 y 조은선. "Spiritual Education in the Multi-Cultural Society". Journal of Christian Education in Korea ll, n.º 36 (diciembre de 2013): 269–92. http://dx.doi.org/10.17968/jcek.2013..36.011.

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48

Dudley, Michael Quinn. "Multi-Dimensional Cultural Safety in Academic Libraries". Canadian Journal of Academic Librarianship 4 (13 de febrero de 2019): 1–25. http://dx.doi.org/10.33137/cjal-rcbu.v4.29561.

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Over the past decade, the field of Library and Information Studies (LIS) has promoted cultural competence as a means of improving services to multicultural or traditionally underserved populations. However, critical LIS scholars have noted that cultural competence and diversity are viewed predominately as a matter of skill acquisition on the part of the library worker, rather than as one that involves a critique of the forces of structural racism, discrimination, and colonialism in society. In response, this paper proposes adapting frameworks from other professions for the library context: Multi-Dimensional Cultural Competence (MDCC) from counselling psychology, and cultural safety (CS) from Indigenous nursing. The former views cultural competence in terms of diversity factors, components, and multiple levels of foci, while the second is premised in postcolonial understandings and respect for Indigenous knowledges. The proposed synthesis, Multi-Dimensional Cultural Safety (MDCS), is established by first identifying the epistemological and ideological shortcomings of cultural competence, focusing on the need for institutional critiques as well as a recognition of racialization and power structures. Next, the two existing frameworks are explained in terms of their origins, content, and professional contexts, noting how each addresses the shortcomings of cultural competence as well as each other’s shortcomings. The proposed framework is then elaborated upon in an LIS context and illustrated with hypothetical examples.

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49

Chaeki F Synn. "Art and Identity in Multi-cultural Korea". 한국학논집 ll, n.º 55 (junio de 2014): 239–59. http://dx.doi.org/10.18399/actako.2014..55.009.

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50

Chang, Sung-Bae. "Coaching to Multi-Cultural Society for Mission". Theology and the World 94 (31 de diciembre de 2018): 307–54. http://dx.doi.org/10.21130/tw.2018.12.94.307.

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