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Auteur : Grafiati
Publié le 26 juillet 2024
Mis à jour le 27 juillet 2024

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1

Hossain, Syed Arman, et Abdullah Al Fahad. « Mainstreaming video games : A cultural response ». International Journal of Emerging Trends in Social Sciences 16, no 2 (5 juin 2024) : 32–41. http://dx.doi.org/10.55217/103.v16i2.781.

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This paper examines the integration of video games into Dhaka's cultural landscape in Bangladesh, considering the impact of sociocultural and economic factors. Through ethnographic research and the application of theoretical frameworks such as the theory of attainment, this study investigates the factors contributing to the popularity of video games in Dhaka. The research explores how vocational expectations in education and a focus on specific career outcomes shape the cultural narrative surrounding video games. Video games serve as sources of entertainment and social validation, filling the void created by limited recreational spaces and changing social norms. The commercial aspect of video games also facilitates peer bonding and social interaction, aligning with the prevailing neoliberal ethos in Dhaka's society. The theory of attainment helps explain the motivations underlying the widespread adoption of video games, linking it to the pursuit of predefined objectives within the neoliberal paradigm. As Dhaka undergoes neoliberal transformations, video games have become central to its cultural landscape, functioning as coping mechanisms and sources of identity and connectivity in the face of limited leisure spaces and changing social configurations. This article seeks to understand the popularity of video games in Dhaka by exploring the interplay of culture, technology, and socioeconomic factors. It presents video games as both reactions to and reflections of the city's evolving environment, shedding light on the dynamics shaping leisure practices in urban Bangladesh. This research can contribute to further investigations and studies on online gaming within the sociocultural context of Bangladesh.
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Dietz, Gunther. « Intercultural universities in Mexico : empowering indigenous peoples or mainstreaming multiculturalism ? » Intercultural Education 20, no 1 (février 2009) : 1–4. http://dx.doi.org/10.1080/14675980802700623.

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James, Carl E., et Schecter R. Sandra. « Mainstreaming and marginalization : two national strategies in the circumscription of difference ». Pedagogy, Culture & ; Society 8, no 1 (mars 2000) : 23–41. http://dx.doi.org/10.1080/14681360000200078.

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Muthanje, Anastasia Kamwitha. « Mainstreaming Instructional Materials for Early Childhood Education and its Influence on Children’s Participation Rates in Public Primary Schools in Embu County, Kenya ». Journal of Studies in Education 13, no 2 (10 mars 2023) : 30. http://dx.doi.org/10.5296/jse.v13i2.20767.

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Mainstreaming instructional materials in Early Childhood Education (ECE) is of paramount importance in the teaching and learning process. The purpose of this research was aimed at discovering how availability of instructional materials influences participation rates, an aspect of internal efficiency. The study was guided by correlation design and adopted stratified and simple random sampling techniques. A total of 39 public primary schools were sampled; in addition to 39 and 156 primary school headteachers and teachers respectively and 39 ECE teachers. Data for the study was collected through the use of questionnaires and documentary analysis guide. SPSS and Pearson correlation was used to analyse data and results were presented in percentages, frequencies, means, and standard deviations. Data analysed revealed that there was a positive correlation between ECE instructional materials and internal efficiency in public primary schools (r = .703, n = 37, p< .01). The study concluded that there is a positive correlation between ECE instructional materials and children’s participation rates. Therefore, there is need for headteachers in collaboration with the county government and parents to avail adequate instructional materials to enhance children’s participation rates.
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Ewa, Moses Apie. « Social Inclusion, a Pathway for Educating All Pupils in Mainstream Primary Schools in Cross River State, Nigeria ». East African Journal of Education Studies 7, no 2 (24 mai 2024) : 309–22. http://dx.doi.org/10.37284/eajes.7.2.1944.

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This survey investigated whether social inclusion influences education for all pupils in state mainstream schools in Cross River State, Nigeria. Two research questions, and hypotheses, were posed for the study. 704 pupils were drawn from eight public primary schools located across the education zones of the state to participate in the study. The social inclusion and mainstream schooling questionnaire (SIMSQ) were utilised to generate data. Following the social inclusion theory, data was analysed using the Pearson product-moment correlation coefficient via SPSS software. Findings revealed that policy on inclusion and learner engagement significantly influence education for all pupils in mainstream schools within the context. It is therefore recommended that: the government of Nigeria should revise the national policy on education to properly emphasise mainstream schooling for inclusion to be effective in general schools; special schools should be abolished to give way to mainstream schools; the idea of parity in education can be broadened to inclusion of all children in education; awareness campaigns should be conducted regularly to educate stakeholders about general schools based on social inclusion, and to get their support; pro inclusion laws should be enacted to give legal backing to mainstream schooling; Nigeria should give force to inclusion to make it compulsory for all pupils to receive education in mainstream schools; substantial empirical studies have to be conducted in Nigeria to spark a policy change in the direction of mainstreaming in the country
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Salsabila, Unik Hanifah. « A Preliminary Analysis : Digital Inclusion Domain in Islamic Education ». International Journal of Education and Learning 1, no 1 (1 juin 2019) : 12–18. http://dx.doi.org/10.31763/ijele.v1i1.23.

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One of the environmental changes that have successfully influenced the world of education universally is the pace of digital technology. In the context of education, the emergence of the concept of developing modern technology based on Internet of Things (IoT) and distance learning, certainly demands the optimization of technological utilization. Islamic Education is a catalyst for cross-generation spiritual literacy developers who should not be ignorant of any changes that occur. Responding to the increasingly unpredictable rate of digital technology, an attitude of awareness needs to be done, one of which is through mainstreaming digital inclusion in learning so that the advancement of digital technology can be restored to its role as a medium to increase the effectiveness of knowledge not as a barrier to the learning process. This study tries to identify several domains from digital inclusion into Islamic Education for higher education through a literature review. Some of the digital inclusion domains detected in this study are social networking, entertainment applications, information search engines, websites, and e-learning. This research is a preliminary analysis of the utilization and involvement of digital technology in the learning of Islamic Education and has produced several information regarding the identification of several digital inclusion domains, accompanied by strategies and techniques of implementation in learning activities. The study also includes academic advice for future studies.
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Caro González, Francisco J., Virginia Guarinos et Sergio Cobo-Durán. « Gender competences in undergraduate studies in Spanish public universities. Case study of the University of Seville ». Journal for Multicultural Education 15, no 4 (8 octobre 2021) : 358–73. http://dx.doi.org/10.1108/jme-05-2021-0057.

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Purpose Accordingly, this paper aims to perform a diagnosis on the inclusion of gender skills in all of its official degree programmes, for the purpose of drafting a best practices guide that may serve as motivation to include mainstreaming and specific skills in “teaching practice”. Design/methodology/approach This research analyses how European standards have been transferred to the teaching programmes of a Spanish university with more than 60,000 students, the University of Seville (US), the third largest in Spain. A content analysis of 4,643 undergraduate degree programmes has been carried out for all branches of knowledge. Findings The authors have established the scant presence of the gender perspective in the teaching projects of the US. Over 80% of them do not comply with the regulations in this regard. The second hypothesis, namely, that there are differences between fields of knowledge when complying with the mandatory transversal application of the gender perspective, has also been substantiated. This is especially the case in the natural sciences and engineering and architecture. Originality/value The results illustrate the little echo of the regulations in the teaching projects and the existence of important differences when it comes to the gender perspective according to the branches of knowledge. To the best of the authors’ knowledge, this is the first research to carry out a study of this nature in all the degrees taught at a university and provide evidence of the need to modify equality policies in the university environment.
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Dube, Musa W. « Behold, the Global Translated Bible(s) ! Research and Pedagogical Implications ». Journal of Biblical Literature 143, no 1 (15 mars 2024) : 5–25. http://dx.doi.org/10.15699/jbl.1431.2024.1b.

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Abstract Mother Earth is home to an unprecedented number of translations of the Bible, making it the most widely translated book in the world. The pages of this book have traversed a variety of physical and metaphorical borders, navigating diverse geographical, political, economic, cultural, linguistic, and religious intersections. Across space, time, and cultures, millions of readers have found various reasons to read it through diverse lenses. The Bible was frequently translated and brought to the colonized territories with colonial movements. Regrettably, it was often utilized as a tool for subjugation and dominance. However, the colonized people also used this resource for their own goals. Do contemporary biblical studies have the courage to look upon the tomes and tons of translated Bibles lying upon the surface of Mother Earth? What responsibilities and opportunities does the Global Translated Bible(s) lay upon academic biblical studies? What research questions, challenges, and opportunities for collaboration does it open? What are the pedagogical obligations and implications of acknowledging the Global Translated Bible(s)? In other words, what does faithfulness and unfaithfulness to the translated biblical corpus entail, imply, and demand? This lecture proposes and emphasizes the imperative of mainstreaming the Global Translated Bible(s) into academic biblical studies.
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Zubair, Asni, Hamzah Hamzah et Satriadi Satriadi. « Living Religious Moderation within the Sipakatau, Sipakainge’, and Sipakalebbi Cultures of the Bugis Community ». Walisongo : Jurnal Penelitian Sosial Keagamaan 30, no 2 (30 novembre 2022) : 195–214. http://dx.doi.org/10.21580/ws.30.2.13048.

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This study aims to identify indicators of religious moderation in the internalization of Sipakatau, Sipakainge’, and Sipakalebbi cultures among the Bugis community in Mallari Village, Awangpone District, Bone Regency. It employs qualitative research in the form of case studies and interpretive methods. Data collection involves observation and interviews, with the analytical theory of indicators of religious moderation in Indonesia. The findings revealed several indicators of religious moderation in the mentioned cultures. Firstly, Sipakatau culture demonstrates tolerance and the accommodation of local values, as seen in socio-political life, emphasizing respect for political differences and upholding deliberation. Secondly, Sipakainge’ culture is committed to national values, evident through community compliance with village regulations and educational activities aligned with national education orientation. Lastly, the value of humanism is observed in the internalization of Sipakalebbi culture, as reflected in village government policies that empower individuals with disabilities. Theoretical implications suggest that religious moderation can be integrated into local wisdom through socio-political, educational, and cultural activities. However, the study’s limitations include not examining obstacles or challenges in mainstreaming religious moderation within the Sipakatau, Sipakainge’, and Sipakalebbi cultures in Mallari Village.
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Chowdhury, Morseda, et Imran Chowdhury. « Mainstreaming and Scaling Up Nutrition Best Practices in a Nation-Wide Primary Healthcare Model of Bangladesh : Implementation Lessons Learned ». Current Developments in Nutrition 4, Supplement_2 (29 mai 2020) : 170. http://dx.doi.org/10.1093/cdn/nzaa043_021.

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Abstract Objectives The objective of the implementation research was to evaluate the effectiveness of a maternal and child nutrition-focused multi-component intervention, and assess the feasibility of incorporating it into an existing PHC program. Methods A cluster randomized impact evaluation compared the impact in terms of coverage of intervention, consumption of diversified foods and macro- and micronutrients during pregnancy, and early breastfeeding practices. A similar study was conducted among pregnant (n = 600) and recently delivered women (n = 2000) which examined factors influencing maternal nutrition practices. Cross-sectional surveys (2015 & 2016) were (n = 1000 women & 700 husbands) conducted to document the impact of husbands’ support on women's supplement intake and dietary diversity. Three subsequent cross-sectional studies (2013, 2014 & 2015) were conducted to evaluate the impact of a large scale SBCC program aimed at maternal dietary behavior and IYCF practices. A cRCT among 900 pregnant women assessed the relationship between maternal nutrition education and infant birthweight. Results Results showed that good nutrition knowledge was the key maternal factor associated with higher consumption of IFA (β = 32.5, 95% CI: 19.5, 45.6) and calcium (β 31.9, 95% CI: 20.9, 43.0) and diverse diet (OR = 1.8, 95% CI: 1.0 ± 3.1). The mean dietary diversity score of pregnant women increased from 4.28 + 1.08 to 4.76 + 1.16. About 83% of the respondents-initiated breastfeeding within an hour of childbirth, which was 62% at baseline. Less than a fifth (18%) of the children were eating a minimally acceptable diet at baseline, which reached to 52% by endline. Study showed that husbands support played a critical role for the women to increase supplement intake and dietary diversity. Nutrition counselling during pregnancy increased mean birthweight by 127.5 g (95% CI: 11.1 to 243.9; P = 0.032) and the risk of LBW was reduced by 54% (relative risk (RR): 0.43; 95% CI: 0.25 to 0.75; P = 0.003). Conclusions Integration of nutrition intervention into the existing health programme was feasible and well-implemented. Although differences in coverage and counselling quality most explained most impacts, all intervention elements particularly CHW training and performance were likely important to achieving impact. Funding Sources BRAC.
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Hamidazada, Marina, Ana Maria Cruz et Muneta Yokomatsu. « Vulnerability Factors of Afghan Rural Women to Disasters ». International Journal of Disaster Risk Science 10, no 4 (16 septembre 2019) : 573–90. http://dx.doi.org/10.1007/s13753-019-00227-z.

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Abstract Disaster management is a global challenge, but disasters do not affect men and women equally. In most of the world’s disasters, more females are impacted than males, and in Afghanistan the disparity between female and male victims is even greater. This study identifies and maps the relationships between the factors that make Afghan rural women more vulnerable to natural hazard-induced disasters. Data for this study were obtained through focus group discussions with rural women and men, as well as person-to-person interviews with employees of government and nongovernmental organizations at the national and local levels in Afghanistan. The study uses Grounded Theory and Interpretive Structural Modeling, not widely used before for this type of study, to analyze the data collected and to map the factors of vulnerability identified and their relationships. In agreement with previous studies, our findings show that insufficient disaster education, inadequate protection measures, and powerful cultural issues, both pre- and post-disaster, increase women’s vulnerability during and after disasters. In particular, cultural issues play a role after disasters by affecting women’s security, access to disaster aid, and health care. The study also found that perception regarding these cultural issues and how they affect women during disasters differs among men and women. Finally, by using Interpretive Structural Modeling, we show how the importance of the factors and their interrelationships change in pre-disaster and post-disaster situations. We conclude the article with some policy recommendations such as finding ways to allow women to participate in disaster planning activities and decision-making processes related to disaster risk reduction, as well as securing dedicated funds for the mainstreaming of gender in disaster risk reduction policies in Afghanistan.
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Jackson, Terence. « Mainstreaming cross-cultural management studies through inclusive scholarship ». International Journal of Cross Cultural Management 17, no 2 (26 juillet 2017) : 173–74. http://dx.doi.org/10.1177/1470595817718311.

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Leyser, Yona, Gaylen Kapperman et Robert Keller. « Teacher attitudes toward mainstreaming : a cross‐cultural study in six nations ». European Journal of Special Needs Education 9, no 1 (mars 1994) : 1–15. http://dx.doi.org/10.1080/0885625940090101.

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Batkay, William M., Harold S. Himmelfarb et Sergio DellaPergola. « Jewish Education Worldwide : Cross-Cultural Perspectives ». Journal for the Scientific Study of Religion 30, no 2 (juin 1991) : 225. http://dx.doi.org/10.2307/1387227.

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Arvizu, Steven F., et Marietta Saravia-Shore. « Cross-Cultural Literacy ». Education and Urban Society 22, no 4 (août 1990) : 364–76. http://dx.doi.org/10.1177/0013124590022004004.

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Singh, M. Garbutcheon. « Issues in Cross‐Cultural Education : Inverting the Education Studies Curriculum ». Teaching Education 4, no 1 (décembre 1991) : 161–67. http://dx.doi.org/10.1080/1047621910040121.

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Robinson, Heljä Antola, Robert Wolffe, Patricia S. Hunt et Norman A. Hoerr. « Creating Cross-Cultural Connections ». Urban Education 37, no 4 (septembre 2002) : 533–47. http://dx.doi.org/10.1177/0042085902374004.

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Berry, John W., et David F. Lancy. « Cross-Cultural Studies in Cognition and Mathematics ». College Mathematics Journal 18, no 3 (mai 1987) : 259. http://dx.doi.org/10.2307/2686390.

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Khoza, Sizwile, Dewald Van Niekerk et Livhuwani David Nemakonde. « Understanding gender dimensions of climate-smart agriculture adoption in disaster-prone smallholder farming communities in Malawi and Zambia ». Disaster Prevention and Management : An International Journal 28, no 5 (7 octobre 2019) : 530–47. http://dx.doi.org/10.1108/dpm-10-2018-0347.

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Purpose Through the application of traditional and contemporary feminist theories in gender mainstreaming, the purpose of this paper is to contribute to emergent debate on gender dimensions in climate-smart agriculture (CSA) adoption by smallholder farmers in disaster-prone regions. This is important to ensure that CSA strategies are tailored to farmer-specific gender equality goals. Design/methodology/approach An exploratory-sequential mixed methods research design which is qualitatively biased was applied. Key informant interviews and farmer focus group discussions in two study sites formed initial qualitative phase whose findings were explored in a quantitative cross-sectional household survey. Findings Findings shared in this paper indicate the predominant application of traditional gender mainstreaming approaches in CSA focusing on parochial gender dichotomy. Qualitative findings highlight perceptions that western gender approaches are not fully applicable to local contexts and realities, with gender mainstreaming in CSA seemingly to fulfil donor requirements, and ignorant of the heterogeneous nature of social groups. Quantitative findings establish that married men are majority adopters and non-adopters of CSA, while dis-adopters are predominantly de jure female household heads. The latter are more likely to adopt CSA than married women whose main role in CSA is implementers of spouse’s decisions. Access to education, intra-household power relations, productive asset and land ownership are socio-cultural dynamics shaping farmer profiles. Originality/value By incorporating African feminisms and intersectionality in CSA, value of this study lies in recommending gender policy reforms incorporating local gender contexts within the African socio-cultural milieu. This paper accentuates potential benefits of innovative blend of both contemporary and classic gender mainstreaming approaches in CSA research, practice and technology development in disaster-prone regions.
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Georgiadou, Elli, Norihan Abu‐Hassan, Kerstin Viola Siakas, Xueming Wang, Margaret Ross et Prem Anand Anandan. « Women's ICT career choices : four cross‐cultural case studies ». Multicultural Education & ; Technology Journal 3, no 4 (13 novembre 2009) : 279–89. http://dx.doi.org/10.1108/17504970911004282.

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Bodycott, Peter. « Cultural cross‐currents in second language literacy education ». Intercultural Education 17, no 2 (mai 2006) : 207–19. http://dx.doi.org/10.1080/14675980600693947.

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Petersen, Henrik Sonne. « Support of Theological Education in a Cross‐cultural Setting ». International Review of Mission 108, no 1 (juin 2019) : 148–63. http://dx.doi.org/10.1111/irom.12269.

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Chirkov, Valery I. « A cross-cultural analysis of autonomy in education ». Theory and Research in Education 7, no 2 (25 juin 2009) : 253–62. http://dx.doi.org/10.1177/1477878509104330.

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In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from educational researchers from diverse educational settings around the world. These results are discussed in terms of the importance of recognizing students' basic needs for autonomy in learning environments, and the cultural deterministic models of socio-cultural differences that have obscured that need. Studies within the SDT provide strong psychological evidence to support a more interactive, multidimensional picture of human nature in various sociocultural contexts.
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Madehang, Madehang, et Andi Musafir Rusyaidi. « Pragmatics Knowledge : Cross-Cultural Perspectives on English Teacher Training Studies ». International Journal of Interdisciplinary Educational Studies 14, no 2 (2019) : 29–36. http://dx.doi.org/10.18848/2327-011x/cgp/v14i02/29-36.

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Grichting, Wolfgang L. « Educational Philosophy in a Cross-Cultural Context ». Urban Education 24, no 2 (juillet 1989) : 177–98. http://dx.doi.org/10.1177/0042085989024002005.

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Cruz, Bárbara C., et Jennifer Patterson. « Cross-Cultural Simulations in Teacher Education : Developing Empathy and Understanding ». Multicultural Perspectives 7, no 2 (avril 2005) : 40–47. http://dx.doi.org/10.1207/s15327892mcp0702_7.

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M. Gjøtterud, Sigrid, et Athman K. Ahmad. « Transformative Power of Cross-Cultural PhD Supervision ». International Journal of Doctoral Studies 13 (2018) : 441–56. http://dx.doi.org/10.28945/4140.

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Aim/Purpose: The purpose of this paper is to explore the rich potential for transformative learning, for both supervisees and supervisors, that is embedded in cross-cultural supervision. Background: Our example is an analysis of experiences from a five-year long cross-cultural supervisory relationship between a Tanzanian PhD student and a Norwegian supervisor. Methodology: In the research, we followed an action research approach, informed by the following question: “How can we account for and improve our supervising–supervised practice?” We analyzed our supervision experiences with the aim to explore the transformative power of cross-cultural supervision. Contribution: Studies on supervision collaboration between Scandinavia and Southern Africa are scarce; hence, our study adds insight into the value of collaboration across continents and economic divides. Furthermore, we argue for greater research into the impact of cross-cultural supervision on supervisors as well as supervisees. Findings: We have identified seven factors as central to mutual transformative learning in cross-cultural supervision: shared unhomeliness, shared uncertainty and trust building, otherness, shared second language, cultural differences relating to hierarchy, being in context together, and finally, flourishing. For the mutual transformative processes to unfold, building trust in openness to differences seems to be a crucial foundation. Hence, we believe that the qualities in the cross-cultural supervision relationship that we highlight can serve as a reminder to become aware of differences as a valuable source for mutual learning and expanded horizons. Recommendations for Practitioners: Our recommendation to practitioners is that they are receptive to and welcoming of differences, find common ground, and explore the value of learning from and with each other in supervisory relationships. Recommendation for Researchers: Equally, we recommend that researchers inquire into how differences in gender, race, religion, and professional fields in supervisory and collaborative relationships can hold potential for valuable knowledge creation. Impact on Society: Academic’s awareness of the value of otherness as addressed in this paper might foster new ideas for dealing with challenges in our turbulent time through transculturation. Future Research: More studies are needed on the potential for growth and the impact of mutual knowledge creation arising from cross-cultural doctoral supervision.
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Ford, John T. « Ecumenical Theology as Cross-Cultural Experience In Christian Higher Education ». Christian Higher Education 5, no 1 (janvier 2006) : 69–81. http://dx.doi.org/10.1080/15363750500382758.

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Glover, Anne, et Dasia Black-Gutman. « Reflections on Cross-Cultural Research ». Australasian Journal of Early Childhood 21, no 3 (septembre 1996) : 1–5. http://dx.doi.org/10.1177/183693919602100302.

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Cross-cultural research, like all other research, is multi-dimensional. It includes both comparative research, as opposed to research conducted in a single society, and research in which researchers and participants belong to different cultural groups. As a process, it presents numerous challenges. In cross-cultural or comparative studies there are questions related to the validity of the constructs being employed, the appropriateness of measures, and the suitability of methodologies for specific contexts. When researchers and study participants belong to different groups, questions about who determines and defines the research, who owns it, and how the research data is used, all need to be addressed.
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Mahon, Jennifer A., et Kenneth Cushner. « Revising and updating the inventory of cross-cultural sensitivity ». Intercultural Education 25, no 6 (2 novembre 2014) : 484–96. http://dx.doi.org/10.1080/14675986.2014.990232.

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Magala, Slawomir. « Manageable inequalities (theoretical landscaping of cross-cultural studies) ». European J. of International Management 1, no 1/2 (2007) : 56. http://dx.doi.org/10.1504/ejim.2007.012917.

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Ylänne‐McEwen, Virpi. « Complimenting behaviour : A cross‐cultural investigation ». Journal of Multilingual and Multicultural Development 14, no 6 (janvier 1993) : 499–508. http://dx.doi.org/10.1080/01434632.1993.9994551.

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Byrne, Barbara M. « Cross-cultural research methods in psychology ». Journal of Multilingual and Multicultural Development 34, no 6 (octobre 2013) : 611–12. http://dx.doi.org/10.1080/01434632.2013.803715.

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David, Miriam E. « Gender, power and management : a cross-cultural analysis of higher education ». Gender and Education 25, no 4 (juillet 2013) : 528–29. http://dx.doi.org/10.1080/09540253.2012.755407.

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Haycock, Ken. « Education for library and information studies in Canada : a cross‐cultural comparison ». New Library World 108, no 1/2 (16 janvier 2007) : 32–39. http://dx.doi.org/10.1108/03074800710722162.

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Amaratunga, Dilanthi, Chamindi Ishara Malalgoda et Kaushal Keraminiyage. « Contextualising mainstreaming of disaster resilience concepts in the construction process ». International Journal of Disaster Resilience in the Built Environment 9, no 4/5 (29 octobre 2018) : 348–67. http://dx.doi.org/10.1108/ijdrbe-10-2017-0057.

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Purpose Construction industry and the built environment professions play an important role in contributing to society’s improved resilience. It is therefore important to improve their knowledgebase to strengthen their capacities. This paper aims to identify gaps in the knowledgebase of construction professionals that are undermining their ability to contribute to the development of a more disaster resilient society. The paper also provides a series of recommendations to key actors in the built environment on how to more effectively mainstream disaster resilience in the construction process. Design/methodology/approach The paper reports the findings of 87 stakeholder interviews with: national and local government organisations; the community; non-governmental organisations, international non-governmental organisation and other international agencies; academia and research organisations; and the private sector, which were supplemented by a comprehensive analysis of key policies related to disaster resilience and management. The findings were validated using focus group discussions that were conducted as part of six organised stakeholder workshops. Findings The primary and secondary data generated a long list of needs and skills. Finally, the identified needs and skills were combined “like-for-like” to produce broader knowledge gaps. Some of the key knowledge gaps identified are: governance, legal frameworks and compliance; business continuity management; disaster response; contracts and procurement; resilience technologies, engineering and infrastructure; knowledge management; social and cultural awareness; sustainability and resilience; ethics and human rights; innovative financing mechanisms; multi stakeholder approach, inclusion and empowerment; post disaster project management; and multi hazard risk assessment. The study also identifies a series of recommendations to key actors in the built environment on how to more effectively mainstream disaster resilience in the construction process. The recommendations are set out in five key themes: education, policy, practice, research and cross-cutting. Research limitations/implications This study is part of an EU funded research project that is seeking to develop innovative and timely professional education that will update the knowledge and skills of construction professionals in the industry and enable them to contribute more effectively to disaster resilience building efforts. Originality/value The paper provides an extensive analysis of the gaps in the knowledgebase of construction professionals that are undermining their ability to contribute to the development of a more disaster resilient society. Accordingly, the paper recommends major changes in construction education, research, policy and practice with respect to mainstreaming disaster resilience within the construction process.
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Bagley, Christopher, et Kanka Mallick. « Cross-cultural studies of self-esteem, self-differentiation and stress in school students ». Research in Education 56, no 1 (novembre 1996) : 21–30. http://dx.doi.org/10.1177/003452379605600102.

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Austin, Clyde N., Deborah E. McDonald et Sheila A. Austin. « An Addendum to “Cross-Cultural Reentry : An Annotated Bibliography” ». Journal of Psychology and Theology 16, no 4 (décembre 1988) : 369–77. http://dx.doi.org/10.1177/009164718801600408.

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This article is an addendum to Austin's “Cross-Cultural Reentry: An Annotated Bibliography” (1983). The initial work had 291 reference citations divided among the following groups: Corporations, Federally Employed Civilians, Internal Education. Military. Missionaries (Families, Singles, and Furlough), and General. The current article has the same format for 210 additional entries. North American resources were augmented by database searches and extensive contacts in the United Kingdom. Less emphasis was given to inquiries about materials in the categories of Military and International Education.
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Titus, Simone, et Dick Ng'ambi. « Digital Gaming for Cross-Cultural Learning ». International Journal of Game-Based Learning 13, no 1 (10 octobre 2023) : 1–20. http://dx.doi.org/10.4018/ijgbl.331995.

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Although game-based learning has gained significant attention in higher education globally, it is difficult to harness its engagement and interactions to improve student success. This paper argues that the use of digital games has the potential to interrupt social practices and increase engagement and interaction, thereby fostering meaningful learning. Using a mixed-method design, a digital game was used in a sport studies programme, involving 106 participants, over a two-year period. Data were collected through surveys, focus group discussions, and reflective blog posts. Structuration theory is considered as the theoretical lens, as it purports that recursive social activities of humans are continually recreated by human agents. The paper concludes that when participants engaged in a cross-cultural game-based learning environment, the social practices acquired through their academic career were interrupted, reshaped, and reproduced into new practices. A social constructivist game-based learning model to foster interaction within multi-cultural higher education classrooms is offered.
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John-Steiner, Vera, et Carolyn Panofsky. « Narrative Competence : Cross-Cultural Comparisons ». Journal of Narrative and Life History 2, no 3 (1 janvier 1992) : 219–33. http://dx.doi.org/10.1075/jnlh.2.3.03com.

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Abstract In a series of cross-cultural studies of narratives by children and adolescents, we examined thematic variations as well as cohesive devices. Our subjects ranged from 5 to 15 years of age. Our initial study included Black, Hispanic, and Native-American participants. We used a story-retelling task for comparative analysis. We found that children between ages 5 and 8 substantively increased the quantity and accuracy of their retold narratives. We also found thematic differ-ences among stories by children from the different speech communities, which suggested coherent cultural schemas specific to each ethnic group. Native-Amer-ican students, who reconstructed stories on the basis of pictorial cues, also revealed strong cultural and tribal variations in their narratives. In follow-up studies, we examined the relationship between narrative compe-tence and narrative cohesion. Our subjects (ranging in age from 8 to 11) were drawn from public school groups of English-speaking American students and Hungarian public school students. In the retold stories of these two groups, we found that the Hungarian students demonstrated a more artful storytelling style, employing a greater variety of cohesive devices and establishing a more coherent narrative experience than did the American students. (Linguistics, Education)
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KARTSEVA, Maryna. « Features of teaching of foreign students of cross-cultural interaction ». Humanities science current issues 1, no 36 (2021) : 307–12. http://dx.doi.org/10.24919/2308-4863/36-1-49.

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Bryan, Beverley. « Learning School : cross‐cultural differences in the teaching of English ». Changing English 3, no 2 (octobre 1996) : 201–7. http://dx.doi.org/10.1080/1358684960030208.

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Hadler, Jacques B., et Richard J. Jones. « Two-Way Bridge : The Cross cultural Colloquy at Virginia Seminary ». Teaching Theology and Religion 4, no 2 (juin 2001) : 102–7. http://dx.doi.org/10.1111/1467-9647.00101.

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Darwish, Abdel-Fattah E., et Günter L. Huber. « Individualism vs Collectivism in Different Cultures : A cross-cultural study ». Intercultural Education 14, no 1 (mars 2003) : 47–56. http://dx.doi.org/10.1080/1467598032000044647.

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Sikes, Pat. « Decolonizing research and methodologies : indigenous peoples and cross‐cultural contexts ». Pedagogy, Culture & ; Society 14, no 3 (octobre 2006) : 349–58. http://dx.doi.org/10.1080/14681360600892017.

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Moyle, Richard M., et Catherine J. Ellis. « Aboriginal Music : Education for Living. Cross-Cultural Experiences from South Australia ». Ethnomusicology 31, no 1 (1987) : 155. http://dx.doi.org/10.2307/852307.

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Su, Yuehan. « Intercultural Communication and Language Conversion in Translation Studies ». International Journal of Education and Humanities 10, no 1 (16 août 2023) : 186–89. http://dx.doi.org/10.54097/ijeh.v10i1.11116.

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This thesis aims to discuss intercultural communication and language shift in translation studies. Translation, as an important way of cross-cultural communication, plays an important role in promoting understanding and communication between different cultures. This paper firstly introduces the definition and historical development of Translation Studies, and then discusses the problem of language conversion in the process of translation and its impact on cross-cultural communication. It further analyzes the role of translation studies in promoting cultural diversity and cross-cultural communication, and explores the application of translation studies in different fields. Finally, some suggestions are made to improve the education and research of Translation Studies in order to better promote the development of cross-cultural communication and language conversion.
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SOYSAL, Sümeyra. « Examining Cross-Cultural Applicability via Generalizability Theory ». Participatory Educational Research 10, no 1 (30 janvier 2023) : 178–89. http://dx.doi.org/10.17275/per.23.10.10.1.

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Applying a measurement instrument developed in a specific country to other countries raise a critical and important question of interest in especially cross-cultural studies. Confirmatory factor analysis (CFA) is the most preferred and used method to examine the cross-cultural applicability of measurement tools. Although CFA is a sophisticated technique to investigate various equivalence types (structural, metric, scalar and alike.), it has some limitations. In light of the classical test theory, when a measurement tool is not invariant between countries, what factors contribute to the error variance become unclear. Also, CFA reveals little as to how dimensionality of the relevant measurement tool affects measurement invariance. Hence, a fundamental focus of this study is to examine the measurement comparability or cross-cultural applicability for different countries on an international assessment using generalizability theory (G-theory) in educational science studies. With multi-faceted design, the contribution of dimensionality to error variance is examined, as well. For illustration purposes, eight scales from PISA 2012 student questionnaire dataset related to attitudes towards mathematics are used. The study is based on data from Türkiye, Finland and USA. The unbalanced multi-faceted designs are performed using G String IV. In conclusion, almost all results supported all research expectations. From the estimations of the G-theory, it can be rightly deduced cross-nationally applicability of the attitudes towards mathematics scales from these research findings.
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Maldonado-Junyent, Ana, et María Maldonado-Junyent. « Cross-Lifting : A New Alternative for Keratoconus ». Highlights of Ophthalmology 50, no 3E (27 avril 2023) : 4–8. http://dx.doi.org/10.5005/ho-10101-50301.

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Stankov, Lazar. « Large-scale cross-cultural studies of cognitive and noncognitive constructs ». Learning and Individual Differences 19, no 3 (septembre 2009) : 327–29. http://dx.doi.org/10.1016/j.lindif.2009.02.003.

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