Literatura científica selecionada sobre o tema "Sociocultural backgrounds"
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Artigos de revistas sobre o assunto "Sociocultural backgrounds"
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Razali, S. M., C. I. Hasanah, K. Aminah e M. Subramaniam. "Religious—Sociocultural Psychotherapy in Patients with Anxiety and Depression". Australian & New Zealand Journal of Psychiatry 32, n.º 6 (dezembro de 1998): 867–72. http://dx.doi.org/10.3109/00048679809073877.
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Objective: To show the effectiveness of incorporating religious–sociocultural components in the management of patients with generalised anxiety disorders and major depression who have strong religious and cultural backgrounds as compared with a normal psychotherapeutic approach. Methods: One hundred and three cases of anxiety and 100 cases of depression with strong religious and cultural backgrounds were randomly assigned to the study or control groups. Both groups received standard treatment for their respective illnesses. The study group was given additional religious–sociocultural psychotherapy. They were followed for 6 months and were assessed in a double-blind fashion using the Hamilton Anxiety Rating Scale or the Hamilton Depression Rating Scale. Results: Patients receiving additional religious–sociocultural psychotherapy responded significantly faster than those who received standard treatment. However, the difference became non-significant at the end of 6 months. Conclusions: Incorporating a religious and sociocultural component in the treatment program rapidly improved anxiety and depressive symptoms in patients with strong religious and cultural backgrounds. The present study demonstrates a need for more sensitivity to religious–sociocultural issues in the field of mental health.
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Hunter, Roberta, e Marta Civil. "Collaboration in mathematics: Taking a sociocultural perspective". Avances de Investigación en Educación Matemática, n.º 19 (2 de maio de 2021): 7–20. http://dx.doi.org/10.35763/aiem.v0i19.413.
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The importance of learners collaborating to construct deep mathematical understandings has been increasingly recognized in research and practice in recent times. In this paper we draw on a sociocultural perspective to show how a situative strength-based approach can be usefully applied to highlight the different ways in which learners from backgrounds within collectivist traditions participate constructively in mathematical interactions. As a key equity issue, learners from backgrounds in collectivist traditions should have the opportunity to expand their repertoires of practice so that they can flexibly adapt to any learning context. The two cases presented, from two geographic regions, both illustrate the central role the concept of family has for these learners -‘familia’ or ‘whānau’- as a collective concept of individuals working together not as individuals but rather as one unit.
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Sularyo, Titi Sunarwati. "Mentally Subnormal Children: Probable Causes, Backgrounds, and Preventive Aspects". Paediatrica Indonesiana 35, n.º 7-8 (8 de outubro de 2018): 194–9. http://dx.doi.org/10.14238/pi35.7-8.1995.194-9.
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A prospective study on 71 students in a special school for mentally subnormal functioning children in Jakarta was reviewed by physical examination, psychometric evaluation interviews and home visits. In the majority (87.5%) the IQ ranged from 70 to 90 Units (Wechsler scale). Of the 71 children, 4 7 (65.6 %) had somatic or biomedical known factors as etiology, while the other 24 (34.4%) were probably of sociocultural origin. This was surprising, since although the children had mentally subnormal intellectual functioning, the biomedical factors still played a high toll for it. Sociocultural factors, found out on home visits, such as unfavorable reproductive pattern of mothers, maternal deprivation, unwanted pregnancies, overprotective attitude, broken homes etc. were identified. For prevention, strengthening of the MCH care and family planning will be of utmost importance.
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Tien, Adrian. "Offensive language and sociocultural homogeneity in Singapore". International Journal of Language and Culture 2, n.º 2 (7 de dezembro de 2015): 142–68. http://dx.doi.org/10.1075/ijolc.2.2.01tie.
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Offensive language use in Singapore’s languacultures appears to be underpinned by cultural norms and values embraced by most if not all Singaporeans. Interviews with local informants and perusal of Singapore’s linguistic and cultural resources led to the identification of eight offensive words and phrases deemed representative of Singaporean coarseness. This set was narrowed down to a smaller set of common words and phrases, all Chinese Hokkien, all culturally laden. The finding that, although originally Hokkien, all of them are accessible not only to the Chinese-speaking population but also to speakers of Singapore Malay, Singapore Tamil, and Singapore English is compelling. The words and phrases studied in this paper are full-fledged members of the lexicon of these local non-Chinese languages, without loss or distortion of meaning. They are accepted as part of the local linguistic scene and of local cultural knowledge. At least in certain situations, people of different ethnic backgrounds who live and work together can rely on them as a testament of common identity which, in a curious way, gives voice to the sociocultural homogeneity this society unrelentingly pursues.
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Kalabina, Inna A., e Elena V. Okaeva. "Reading preference profiles in primary school children from different sociocultural family backgrounds". Comprehensive Child Studies 2, n.º 2 (2020): 127–34. http://dx.doi.org/10.33910/2687-0223-2020-2-2-127-134.
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Ağırbaş, Seda. "A Study on the Sociocultural Life of the Balkan Peoples as Depicted in Mary Adelaide Walker’s Travel Book "Through Macedonia to the Albanian Lakes"". Przegląd Humanistyczny, n.º 68/4 (23 de abril de 2023): 59–75. http://dx.doi.org/10.31338/2657-599x.ph.2022-4.5.
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Throughout history, the Balkans forming part of the Ottoman Empire have been the focus of attention of many Western travelers as a region inhabited by nations of different ethnic and sectarian backgrounds. In this study, based on Mary Adelaide Walker’s 19th-century book titled "Through Macedonia to the Albanian Lakes", the way of life and sociocultural structure of the societies living in the Balkans, as seen through the eyes of a female traveler, will be discussed. In the conclusion, apart from a general summary, the article will shed light on the changing sociocultural life in the Balkans during the time when the traveler was in Macedonia.
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Zhang, Jinyi. "The Influence of Cultural Identity on Language Acquisition in "Third Culture Kids (TCKs)" in America with East Asian Backgrounds". Communications in Humanities Research 45, n.º 1 (30 de agosto de 2024): 45–50. http://dx.doi.org/10.54254/2753-7064/45/20240078.
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The relationship between cultural identity and language acquisition among a special demographic population, Third Culture Kids (TCKs) in America with East Asian backgrounds, is complex. TCKs spend a significant part of their early years outside their parents culture and face challenges in language acquisition due to their exposure to multiple cultures. Third Culture Kids with ancient backgrounds face challenges in their lifetime due to differences in cultural backgrounds between their host and home culture. This often leads to a unique third culture that blends elements of both cultures. Factors such as the age of language exposure, social interactions, and community attitudes significantly influence this formation of the third culture. This essay focuses on the various factors influencing language acquisition, including bilingualism, acculturation, and identity negotiation. Based on theoretical frameworks and empirical studies on sociocultural and identity theories, the aspects influencing language acquisition in TCK with East Asian-American backgrounds and their unique process of language acquisition will be explained.
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Munawar, Fuad. "PENINGKATAN KUALITAS RANCANGAN RPP PADA MATERI AL-QURAN HADIS DENGAN PENERAPAN PENDEKATAN SOSIOKULTURAL DI SEKOLAH MENENGAH ATAS". Epistemic: Jurnal Ilmiah Pendidikan 1, n.º 3 (30 de setembro de 2022): 259–76. http://dx.doi.org/10.70287/epistemic.v1i3.198.
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This study is based on the urgency of integrating a sociocultural approach in the design of lesson plans (RPP) for Al-Quran Hadith material, considering the socio-cultural diversity and social organization backgrounds of students. The objective of this research is to analyze the extent to which Al-Quran Hadith subject teachers at SMA IT Asy-Syakur implement a sociocultural approach in their lesson plans based on a critical review. This research employs a qualitative method with a case study design. Data collection techniques included documentation studies, observations, and interviews. The findings reveal that the majority of teachers still view the creation of lesson plans as an annual routine for school accreditation purposes. This indicates the need for a firm attitude and strong managerial principles from the school principal as a supervisor. However, in teaching practice, Al-Quran Hadith subject teachers have implemented sociocultural-based learning by using their own personalities as concrete examples. These findings highlight the importance of managerial support and enhancing teachers' competencies to optimize the integration of the sociocultural approach in learning.
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Roozafzai, Zahra Sadat. "From Sociocultural Theory (SCT) to Socially-Contextualized Pedagogy (SCP)". International Journal of Language Pedagogy 4, n.º 1 (30 de maio de 2024): 28–40. http://dx.doi.org/10.24036/ijolp.v4i1.59.
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This quasi-experimental and empirical study explores the effectiveness of a socially-contextualized pedagogy in empowering English language learners. The participants included 100 English language learners from diverse linguistic backgrounds, randomly assigned to either the experimental group, which received socially-contextualized instruction, or the control group, which received traditional instruction. Data collection involved pre- and post-treatment surveys assessing participants' motivation, engagement, and perceived language proficiency, as well as qualitative interviews exploring their learning experiences. Results indicated that participants in the experimental group demonstrated significantly higher motivation, engagement, and perceived language proficiency compared to the control group. Qualitative analyses revealed themes related to enhanced socio-cultural connections, increased self-efficacy, and a more positive learning environment in the experimental group. These findings highlight the potential of socially-contextualized pedagogy in empowering English language learners and improving their educational outcomes.
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AMMOUR, Kamila. "THE ROLE OF LINGUISTIC BACKGROUND IN SHAPING STUDENTS’ READING PROFICIENCY IN VIRTUAL SETTINGS: A CORRELATIONAL STUDY". International Journal of Human Sciences - Filologjia 12, n.º 22-23 (27 de agosto de 2024): 167–75. http://dx.doi.org/10.62792/ut.filologjia.v12.i22-23.p2513.
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This research draws from the linguistic relativity hypothesis and sociocultural literacy perspectives to investigate how students’ linguistic backgrounds influence their digital reading practices in English as a Foreign Language (EFL) settings. Specifically, it examines the impact of Algerian Arabic and Berber languages on digital literacy habits among university students. Utilizing a sociocultural approach that views reading as a social activity, a mixed-methods approach combining qualitative and quantitative analyses was employed to ensure the credibility of the findings. The study surveyed students from two different Algerian universities situated in cities where the inhabitants primarily speak different native languages, namely Kabyle and Arabic, respectively. The data were collected through a questionnaire and analysed using both statistical and content analysis methods. Results reveal contrasting reading practices between Arabic and Berber speakers, with Arabic speakers emphasizing cognitive benefits of reading, while Berber speakers view it as a cultural tradition, particularly evident in their digital literacy habits. Digital literacy, for Berber speakers, represents both freedom and a continuation of their oral heritage, shaping their preference for narrative texts. In contrast, Arabic speakers lean towards descriptive texts. In conclusion, this study underscores the influence of linguistic backgrounds on Algerian EFL students’ digital reading behaviours.
Teses / dissertações sobre o assunto "Sociocultural backgrounds"
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Hassana, Hamidou [Verfasser]. "Sociocultural Backgrounds and Quality Teacher Education in Africa: A Qualitative Case Study of Pedagogical Reform Projects of the Evangelical Church of Cameroon (EEC) in Mbouo-Bandjoun, West-Cameroon / Hamidou Hassana". Hamburg : Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky, 2021. http://d-nb.info/1241743010/34.
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Choo, Lay Hiok, e n/a. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051114.154210.
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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.
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Choo, Lay Hiok. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365667.
Texto completo da fonteResumo:
This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Rosa, Maisi Matilde Garcia Sathler. "A OCUPAÇÃO RACIONAL DA ARTE NA EDUCAÇÃO FORMAL: UM ESTUDO DESDE A PERSPECTIVA DA CRIATIVIDADE". Universidade Metodista de São Paulo, 2011. http://tede.metodista.br/jspui/handle/tede/1177.
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Previous issue date: 2011-12-13Arts and creativity are essential elements for individual, social, cultural growth as well as for the development of society. However, since the sixteenth century we live strongly influenced by the parameters of cognitive instrumental rationality. particularly in western culture has been dominates the overvaluation of objectivity, rationality and the hard sciences to the detriment of artistic creation. This research examines the rational of art and its influence on limiting the creativity in the school environment. Thus, analyzing the different conceptions of creativity, in the light of historical evolution and the influences of inherited socio-cultural context. Also considers the concept of art/ education in its relation to the historical conditions of insertion of formal education in Brazil. Finally, this paper identifies the hallmarks of rationality in current educational processes in Brazil, with reference to contemporary theories. The conclusion of this study may serve as a basis for providing subsidies to reflect on the need for renewal of views on creativity as an instrument of intellectual education, the teaching of arts in the school context.
A arte e a atividade criativa são alguns dos ingredientes essenciais para o crescimento individual, social e cultural do ser humano e, em consequência, da humanidade. Contudo, desde o século XVI vivemos fortemente influenciados pelos parâmetros da racionalidade cognitivo-instrumental. Particularmente na cultura ocidental tem sido predominante a supervalorização da objetividade, da racionalidade e das ciências duras em detrimento da criação artística. Esta pesquisa examina a ocupação racional da arte e sua influência na limitação da criatividade no ambiente escolar. Assim, analisa as diversas concepções de criatividade, à luz da evolução histórica e as influências herdadas do contexto sóciocultural. Considera ainda o conceito de Arte/Educação em sua relação com as condições históricas da inserção da educação formal no Brasil. Finalmente, esta dissertação identifica as marcas da racionalidade em processos educacionais correntes no Brasil, tendo como referência teorias contemporâneas. As conclusões deste trabalho poderão servir como base para fornecer subsídios à reflexão sobre a necessidade de renovação dos olhares sobre a criatividade, como instrumento de formação intelectual, no ensino de artes no contexto escolar.
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Assali, Zena, e Marija Vujkovic. "”Ja, man kan skylla på dem för det händer så mycket runt dem ändå” : En studie om hur förskollärare bemöter barn som utför kränkande handlingar i förskoleklass". Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45473.
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The purpose of this study is to investigate how preschool teachers face children who they perceive as children with behavioral problems and how they act in the daily work to prevent and counter violations. The study aims to observe how preschool teachers deal with children who they experience as having behavioral problems in the form of aggression. The study also intends to compare two preschool classes in two municipalities where some residential areas are socio-economically vulnerable. For the collection of empirical data, the study was conducted as a qualitative study consisting of interviews with teachers and observations of children and teachers. The two selected schools were deliberately chosen based on geographical areas with known socio-economic vulnerability. The results predict that the preschool teachers encountered situations where difficulties arise, and which can be considered crucial for the children's biological, cognitive, and emotional development. The difficulties highlighted in this study are analyzed with theoretical concepts such as the punctual and relational perspective, the intercultural perspective and theories of socio-economic impact, conflict management, power and norms, aggression, and more. These theories count as significant developmental aspects in children's critical periods. The results show that the teachers in theory share a common view of the prosocial development work with children who are regarded by the preschool teachers as "children with behavioral problems". Despite this, we found significant contradictions that create a distance between what preschool teachers say they do and what they do in practice. The results of this study also show that preschool teachers use methods and strategies, in which children who are perceived as having behavioral problems get reprimanded, are threatened with punishment, and are made invisible.Syftet med denna studie är att undersöka hur förskollärare bemöter barn som de upplever som barn med beteendeproblem och hur de agerar i det dagliga arbetet för att förebygga och motverka kränkningar och beteendeproblem i form av aggression. Studien ämnar även att jämföra två förskoleklasser i två kommuner där en del bostadsområden är socioekonomiskt utsatta. För insamlingen av empiriska data genomfördes studien som en kvalitativ studie bestående av intervjuer med förskollärare samt observationer av barn och förskollärare. De två utvalda skolorna valdes medvetet utifrån geografiska aspekter med känd socioekonomisk sårbarhet. Resultaten förutspår att lärarna stött på situationer där svårigheter uppstår och som kan anses vara avgörande för barnens biologiska, kognitiva och emotionella utveckling. De svårigheterna som lyfts fram i denna studie analyseras med teoretiska begrepp som det punktliga och relationella perspektivet, det interkulturella perspektivet samt teorier om socioekonomisk påverkan, konflikthantering, makt och normer, aggression med fler. Dessa teorier räknas som viktiga utvecklingsaspekter i barns kritiska perioder. Resultaten visar att förskollärarna i teorin delar en gemensam syn på det prosociala utvecklingsarbetet med barn som av förskollärare betraktas som "barn med beteendeproblem". Trots detta fann vi betydande motsättningar som skapar ett avstånd mellan vad förskollärare säger att de gör och vad de faktiskt gör i praktiken. Studiens resultat visar även på medvetna och omedvetna metoder och strategier som förskollärare använder sig av i bemötandet av barn som upplevs ha beteendeproblem. Barnen blir tillsagda, hotade med bestraffning och osynliggjorda respektive bemötta med positiv uppmuntran.
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Fichtnerová, Miroslava. "Hodnoty dětí a mládeže ze sociokulturně znevýhodňujícího prostředí (výzkumná sonda na ZŠ Chanov)". Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-350167.
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This diploma thesis deals with the values of children and youth in the context of a sociocultural disadvantaged backgrounds. The work has theoretical and empirical character. The theoretical part explains the basic terminology and assumptions relating to values and value orientation, moral development of children, social exclusion. The text provides a detailed description of the Roma population including its history and current status, possible causes of problems and theoretical solutions psychosocial differences. Practical work provides data on socially excluded Roma locality Chanov and especially local elementary school. The research study provides an interpretation which life values Roma children perceive as important and what attitude to their value orientation have teachers of elementary school Chanov. The results of interviews and questionnaires are compared with the conclusions of the studies mentioned in the theoretical part.
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ROZZI, FABRIZIO. "L'indagine OCSE-PISA 2006: apprendimenti e back-ground socioculturale degli studenti dell'Italia Centrale". Doctoral thesis, 2011. http://hdl.handle.net/2158/559086.
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"The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study". Master's thesis, 2011. http://hdl.handle.net/2286/R.I.9306.
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abstract: ABSTRACT This study focuses on second language acquisition process amongst East Asian adult learners at an English and Culture Acquisition Program (ECAP) classroom. To understand their English learning experience, this study employs classroom observation, participant interview and document collection as research methods. The findings of this work suggest that ECAP does intend to help learners acquire English language proficiency in ways that were responsive to both the sociocultural backgrounds and individual needs of participants. ECAP also respects and promotes the learners' autonomy in the learning process. However, the program administrators and teachers still need to deepen their understanding of East Asian learners' sociocultural heritage and individual needs and improve facilitation accordingly.Dissertation/Thesis
M.A. Educational Leadership and Policy Studies 2011
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Oliveira, Ana Paula Simões de. "Projetos de vida e expectativas sociais dos jovens à saída do secundário: um estudo de caso numa escola secundária". Master's thesis, 2012. http://hdl.handle.net/10071/7820.
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A sociedade do conhecimento enfrenta hoje mudanças e desafios significativos. Um deles é a
necessidade e a urgência em combater os (ainda) persistentes fenómenos de baixa qualificação
académica e profissional da sua população. Nas últimas décadas, Portugal tem implementado um
conjunto de políticas educativas que visam contrariar este fenómeno de modo a elevar os níveis de
qualificação da população portuguesa colocando-a em situação de igualdade com os padrões europeus.
No quadro das políticas que têm vindo a ser adotadas destaca-se a diversidade de modalidades de
educação e formação, que possibilitam uma multiplicidade de percursos escolares que se constituem
como alternativas ao designado ensino regular.
Com o objetivo de perceber a influência que as escolhas realizadas pelos jovens tem nos seus
projetos de vida e expetativas futuras, desenvolveu-se a presente investigação, assente num estudo de
caso que envolveu jovens à saída do ensino secundário de uma escola da área metropolitana de Lisboa,
com percursos escolares diversificados.
Os resultados obtidos permitiram observar a relação entre o percurso escolar, desdobrado em
variáveis caraterizadoras (número de retenções, resultados escolares, perceção sobre o curso
frequentado e autoavaliação das aprendizagens realizadas) e os projetos de vida e expetativas futuras
dos jovens, diferenciados nas dimensões familiar, de formação e de competências autoavaliadas.At present knowledge society encounters great transformations and challenges. One of these is the urgent necessity to restrict the (still) persistent phenomena of reduced academic and prof essional levels of its populations. In this last decade Portugal has implemented a series of educational policies that target on elevating the levels of qualifications of the Portuguese population and positioning it at the same standing of European standards. Within the framework of the implemented policies the varieties of educational and professional methods which enable a range of different routes to regular education stand out greatly. With the main objective of understanding the influence that the choices made by students have on their life projects and future expectations, this research was based on a case study of student population leaving high school in the Metropolitan Area of Lisbon who followed assorted educational routes. The obtained results point to a relation between the chosen educational routes, supported by characterizing variables (number of retentions, school results, perception of the course taken and self -assessment of the learning undertaken) with the life projects and future expec tations of these young people differentiated by dimensions of family structure, qualifications and self -assessment skills.
Livros sobre o assunto "Sociocultural backgrounds"
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Hassana, Hamidou. Quality Teacher Education in Cameroon: The Role of Sociocultural Backgrounds in Pedagogical Reform. Verlag Barbara Budrich, 2022.
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Ramani, Geetha B., e Robert S. Siegler. How Informal Learning Activities Can Promote Children’s Numerical Knowledge. Editado por Roi Cohen Kadosh e Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.012.
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Before children begin school, there is a wide range of individual differences in children’s early numerical knowledge. Theoretical and empirical work from the sociocultural perspective suggests that children’s experiences in the early home environment and with informal number activities can contribute to these differences. This article draws from this work to hypothesize that differences in the home explain, in part, why the numerical knowledge of children from low-income backgrounds trails behind that of peers from middle-class backgrounds. By integrating sociocultural perspectives with a theoretical analysis of children’s mental number line, the authors created an informal learning activity to serve as an intervention to promote young children’s numerical knowledge. Our studies have shown that playing a simple number board game can promote the numerical knowledge of young children from low-income backgrounds. The authors discuss how informal learning activities can play a critical role in the development of children’s early maths skills.
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Freer, Courtney. Systems of Governance and Politics of Opposition in the Super-Rentiers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190861995.003.0003.
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This chapter provides a critical background on the country cases by examining their brief political histories as independent states. It also gives critical information about the legal frameworks of such states to highlight where and how Islamist groups can act in these states. By providing such descriptions, this chapter demonstrates the extent to which these states, in regime or popular politics, either adhere or fail to adhere to the government type and political environment normally associated with the rentier state. The chapter also reveals critical commonalities among the super-rentier states—they are governed by powerful ruling families; institutionalized political life is hampered; and civil society and political life remain largely informal—while also indicating their differences, which arose in light of their differing sociocultural and economic backgrounds.
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Grobbelaar, Jan, e Chris Jones, eds. Childhood Vulnerabilities in South Africa: Some Ethical Perspectives. African Sun Media, 2020. http://dx.doi.org/10.18820/9781928480952.
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This book addresses different challenges that endanger the lives of children in South Africa from an ethical perspective. The text is meant to position itself as a resource for specialists (and practitioners) in ethics and childhood studies. The content is systematically and intersectionally presented, based on scholarly analyses, insights, reasoning, and expertise – originating in different disciplines and backgrounds. It endeavours to help especially those who study the sociocultural contexts of children and families in terms of challenges and opportunities, and for possible support.
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Phoenix, Laurel, e Lynn Walter. Critical Food Issues. Praeger, 2009. http://dx.doi.org/10.5040/9798216963516.
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Critical Food Issues: Problems and State-of-the-Art Solutions Worldwide examines 31 crucial areas of concern, from soil degradation, depletion of water for irrigation, and loss of biodiversity to declining rural livelihoods, hunger and obesity, unjust farm labor practices, and farm animal mistreatment. Critical Food Issues divides its coverage into two exhaustive volumes, one on bioenvironmental topics and one with a sociocultural focus. Throughout, highly accomplished experts from a variety of academic backgrounds review the current state of research on specific problems, then identify strategies for confronting those problems that balance sustainable agrifood systems with environmental stewardship, healthy people, and equitable communities. At a time of increasing public outcries over the quality of food and the impact of agrifood production on long-term environmental and human well-being, Critical Food Issues offers an authoritative and comprehensive basis on which producers, consumers, and citizens can make more informed decisions about the future of food.
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Phoenix, Laurel, e Lynn Walter. Critical Food Issues. Praeger, 2009. http://dx.doi.org/10.5040/9798216963509.
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Critical Food Issues: Problems and State-of-the-Art Solutions Worldwide examines 31 crucial areas of concern, from soil degradation, depletion of water for irrigation, and loss of biodiversity to declining rural livelihoods, hunger and obesity, unjust farm labor practices, and farm animal mistreatment. Critical Food Issues divides its coverage into two exhaustive volumes, one on bioenvironmental topics and one with a sociocultural focus. Throughout, highly accomplished experts from a variety of academic backgrounds review the current state of research on specific problems, then identify strategies for confronting those problems that balance sustainable agrifood systems with environmental stewardship, healthy people, and equitable communities. At a time of increasing public outcries over the quality of food and the impact of agrifood production on long-term environmental and human well-being, Critical Food Issues offers an authoritative and comprehensive basis on which producers, consumers, and citizens can make more informed decisions about the future of food.
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Maass, Vera Sonja. The Cinderella Test: Would You Really Want the Shoe to Fit? ABC-CLIO, LLC, 2009. http://dx.doi.org/10.5040/9798400626487.
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A leading psychologist looks at the pitfalls women face when, like the fairytale Cinderella, they focus on pleasing others and conforming to stereotypes instead of expressing their individuality. In this thought-provoking volume, clinical psychologist Vera Maass examines the negative side of the glory of Cinderella's promise: that women buying into the myth's demand for conformity risk losing their individuality and sacrificing their personal goals. Think the tale is too old or too innocent to be relevant? See television's "The Bachelor." Based on Maass' extensive psychotherapy work and interviews, The Cinderella Test: Would You Really Want the Shoe to Fit? provides answers and strategies to issues raised by clients in therapy and women in the community at large—women of all ages and backgrounds. Maass also integrates stories of women throughout history who broke through limits placed upon them by sociocultural expectations and achieved richer, more fulfilled lives. An eye-opening look at the choices and challenges faced by women today, The Cinderella Test shows the dangers of trying to make the foot fit the slipper, and why and how Cinderella herself should be doing the testing.
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Barany, Zoltan. Armies of Arabia. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190866204.001.0001.
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In Armies of Arabia—the first book to comprehensively analyze the Gulf monarchies’ militaries—Zoltan Barany explains the conspicuous ineffectiveness of these forces with a combination of political-structural and sociocultural factors. Based on over 150 personal interviews and meticulous multidisciplinary research, he offers a fascinating account of Arabia’s armies starting with Ibn Saud’s conquest of much of the peninsula and ending with the ongoing war in Yemen. He explores the ruling families’ role overseeing their militaries to ensure their loyalty and examines the backgrounds and career trajectories of soldiers and officers. Barany argues that Arabia’s armies remain ineffective because they are characterized by an absence of meritocracy, the domination of personal connections over institutional norms, disregard for personal responsibility, half-hearted leadership, casual work ethic, and training lacking intensity, frequency, and up-to-date settings. Massive expenditures on armaments are primarily payoffs to the United States for protecting them and have resulted in bloated arsenals and large-scale corruption. The setbacks of the Saudi-led coalition’s disastrous war in Yemen starkly illustrate the Gulf armies’ humiliating combat record. The book concludes with thoughts on waste (of human potential, resources, institutions) as a dominant theme of Gulf military affairs, considers likely changes in response to long-term weakening demand for oil, and suggests ways in which the effectiveness of Arabia’s armies could be raised. Chock-full of insights and stories from the field and written with a general audience in mind, Armies of Arabia is essential reading for anyone interested in military affairs and Middle Eastern politics, society, and international relations.
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Joe, Jennie R., e Francine C. Gachupin, eds. Health and Social Issues of Native American Women. ABC-CLIO, LLC, 2012. http://dx.doi.org/10.5040/9798400662270.
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This book serves as a much-needed source of information on the social and health issues that impact the health of Native American women in the United States, accompanied by invaluable historical, cultural, and other contextual data about this sociocultural group. Health and Social Issues of Native American Women is the first book that specifically explores and discusses health and related social issues within the world of Native American women, providing strong historical and cultural perspectives as well as other contextual information that is often missing or misrepresented in other works about Native American women. Comprising contributions from mostly Native American women scholars, the work presents key background information on native women’s health, health care delivery systems, and sociocultural history, and its chapters address the changing role of native women in Alaska and other parts of Indian country. Each author taps her specific area of expertise and knowledge to spotlight specific native women’s health problems, such as nutrition, aging, domestic violence, diabetes, and substance abuse.
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Fisher, Maryanne L., ed. The Oxford Handbook of Women and Competition. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199376377.001.0001.
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The topic of women’s competition has gained significant recent momentum. This book provides direct evidence of this growth and is the first scholarly volume to focus specifically on the topic. In general, the included chapters provide a definitive view of the current state of knowledge regarding women’s competition. Many of the chapters are theoretically grounded in an evolutionary framework, such that the authors investigate the adaptive nature of women’s competitive behavior, motivations, and cognitions. Other chapters rely on a different framework, with these authors instead arguing that sociocultural sources shape women's competition. In addition, while the book is primarily about women, some contributors focus their chapters on issues faced by adolescent girls, or mention developmental trajectories for young girls through to adulthood. Some authors focus on nonhuman females to provide a stronger background for understanding women. It is hoped that the information within this volume will serve as a source of inspiration to help guide future directions for research.
Capítulos de livros sobre o assunto "Sociocultural backgrounds"
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van der Burg, Martijn. "Subprefects: (Trans)Regional Tools of Integration?" In Napoleonic Governance in the Netherlands and Northwest Germany, 123–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66658-3_6.
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AbstractThis chapter examines the Napoleonic subprefects who have been in office in the Netherlands and Northwest Germany. Within the prefectoral system, these sous-préfets were the highest officials at arrondissement (disctrict) level. Activities of subprefects, somewhat neglected by historians, give insight into how French tried to rally the locals, and how this affected the daily functioning of the Empire. Discussed are subprefects’ sociocultural backgrounds, imperial careers, and perception of Napoleonic governance. Subprefects had to balance national, local, and personal interest. Integration at district level was hard when the letter of the administrative legislation and the precise instructions from above were rigidly adhered to. Subprefects traveling the Empire linked events in the Netherlands and Northwest Germany to developments elsewhere, promoting integration into the Empire. Circulation patterns reflect different ideas on the required level of integration. It is argued that the figure of the subprefect was a potential ‘tool of integration’. That subprefects were close to the ground could contributed to the effectiveness of Napoleonic governance. But subprefects also coped with demanding prefects, and interference of other agents of the central state. Reversely, unwilling subprefects were in a position to hinder the integration process.
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Brekhus, Wayne H. "Sociocultural Defaults at Rest and in Motion". In Against the Background of Social Reality, 45–65. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003002642-6.
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Nakutnyy, Katerina, e Andrea Sterzuk. "5. Sociocultural Literacy Practices of a Sudanese Mother and Son in Canada". In Educating Refugee-background Students, editado por Shawna Shapiro e Raichle Farrelly, 82–91. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099986-010.
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Rivas Carmona, María del Mar. "Background to enotourism". In Text and Wine, 199–221. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/ivitra.38.14riv.
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Oenological tourism as we know it today is deeply related to the historical changes that took place in the first part of the 19th century, affecting the processes of cultivation, production and trade of wine in Spain. This work aims to provide a vision of wine and its sociocultural environments through the gaze of the 19th century traveller Cyrus Redding. Redding’s account is as documentary as it is literary, and his data provides an invaluable source of information about the vineyards, the varieties of grapes and wines, the processes of elaboration, production, packaging, transport, and so many more relevant socio-cultural, historical and economic issues related to wine. Of special interest to linguists and translators is the contribution of an invaluable terminology database.
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Urmeneta, Alex, e Margarida Romero. "Creative Application of Artificial Intelligence in Education". In Palgrave Studies in Creativity and Culture, 3–16. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55272-4_1.
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AbstractThe chapter commences by presenting the emergence of artificial intelligence (AI) in the field of education. It aims to provide an overview of the AI environment in education, highlighting the importance of a nuanced comprehension of its effects, ethical implications, and potential to stimulate innovative teaching methods. The chapter explores the historical background of technological interventions in education and takes a critical approach to examining the potential benefits and drawbacks of AI. It also considers the sociocultural and creative aspects of using AI in education. AI has typically focused on imitating human intelligence. Within the realm of human abilities, we recognise various degrees of creative involvement in AI in education, which demonstrates its capacity to revolutionise learning experiences. At the most advanced stages of creative involvement, we explore the possibilities for collaboration between human intelligence and AI, suggesting a viewpoint of human–AI co-creativity. The chapter also outlines the book's structure, which consists of three main sections: the creative engagement approach, real examples in K-12 education, and advances and prospects in higher education. The different chapters envision not only the acculturation and education of AI, but also the potential of human–AI collaboration to support learners in expressing their unique talents and developing expansive, AI-supported learning initiatives.
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Dohle, Ebany. "The Interrelation Between Language, History, and Traditional Ecological Knowledge Within the Nahuat-Pipil Context of El Salvador". In Living with Nature, Cherishing Language, 257–95. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38739-5_9.
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AbstractThis chapter looks at the interrelation between Traditional Ecological Knowledge (TEK), language, and historical events within the context of the Nahuat-Pipil language of El Salvador. It deals with what some refer to as Indigenous Knowledge (IK), Traditional Knowledge (TK), or Traditional Ecological Knowledge (TEK), domains that position knowledge within broader contexts and social systems. The approaches and theories applied in this chapter are based on interactions with Indigenous people in western El Salvador from the towns of Santo Domingo de Guzmán, Nahuizalco, and Cuisnahuat where Nahuat-Pipil is most widely spoken. The research questions are a response to their specific request to conduct research on TEK, as ‘We are losing this knowledge, and without it we cannot call ourselves Indigenous’ (T. Pedro, personal communication, July 2012). Having established a baseline for understanding the motivations behind Indigenous interest in TEK, it is possible to then focus on the Nahuat-Pipil linguistic repertoire and how TEK is encoded within it. Thus, the investigation turns to the question of the ethnobiological categorization and classification of plants, how this is achieved by speakers of Nahuat-Pipil, and whether cognitive categorization strategies are reflected in the language itself. The investigation then examines folk nomenclature of plants by presenting their internal linguistic composition. The investigation of plant names is used to further inform the documentation efforts of Nahuat-Pipil by adding new focalized materials to the existing range of resources. The theoretical framework and methods employed to collect data for this body of research are interdisciplinary and draw largely upon ethnobotany, anthropology, the collection of oral histories, and sociolinguistics, in addition to my core background as a linguist and language documenter. By seeking to listen to and understand the requests of the language and speech community, this chapter thus aims to investigate how TEK informs the construction of sociocultural identity through language use, and how TEK itself is cognitively, culturally, and linguistically encoded in Nahuat-Pipil.
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Immanuel, Josepha A., Chun-Yi Joey Cheung e Nhi-Ha T. Trinh. "Navigating Cultural Challenges in Patient–Clinician Dyads". In Sociocultural Issues in Psychiatry, 227–44. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190849986.003.0013.
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Studies have proposed that background concordance of the patient and clinician increases the likelihood of a “good fit” and strengthens the patient–clinician relationship, especially in groups who typically do not seek psychiatric care. There are, however, limitations and challenges to the presumed benefit of patient–clinician matching. In this chapter we explore these challenges using three in-depth case vignettes and discuss the effects of over-identification on therapeutic progress, background concordance on rapport-building, and self-disclosure on therapeutic outcome. We briefly describe a workshop for trainees aimed to introduce and to practice interviewing techniques with patients of “similar” versus “different” backgrounds from their own.
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Reynolds, Kimberly L., Kira Knight Rodriguez, Loucresie Rupert e Michaela Owusu. "Responding to Patients’ Provider Preferences". In Sociocultural Issues in Psychiatry, 203–26. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190849986.003.0012.
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In today’s increasingly diverse world, patients will inevitably interact with physicians who are of very different racial, ethnic, religious, and/or geographical backgrounds from themselves. When a patient requests a physician of another race, religion, or gender, or one who speaks another language, the physician must take many factors into consideration when determining whether to accede to the request. These considerations include historical factors (e.g., bigotry vs. the potential benefits of race concordance), ethical considerations (e.g., autonomy, justice), patient factors (e.g., the patient’s decision-making capacity), and organizational factors (e.g., policies and procedures to respect both patients and providers). This chapter presents a general framework to help psychiatrists to make these sometimes difficult decisions. Case vignettes are provided and analyzed throughout the chapter.
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Prom, Maria C., e Alexander C. Tsai. "Global Psychiatric Epidemiology". In Sociocultural Issues in Psychiatry, 51–68. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190849986.003.0004.
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This chapter offers an introduction to and discussion of the basic principles, concepts, and challenges of global psychiatric epidemiology, including the classification of mental illness, cultural concepts of distress, and the current understanding of global epidemiology and its limitations. The authors discuss how practitioners can use this information to improve their awareness of how their personal backgrounds and professional training impact their classification, understanding, and treatment of mental illness, and how they can take actions toward improving their cultural competence and ultimately improving patient relationships and care management. This discussion focuses primarily on the challenge of understanding global epidemiology through the lens of biomedical diagnostic classification systems, and on the importance of understanding how culture and society affect our knowledge of and approach to the diagnosis and treatment of illness.
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Ibnouf, Fatma Osman. "Time to Seize the Opportunity". In Women Rising, 143–46. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479846641.003.0017.
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Women’s involvement in transitional processes represents a window of opportunity for them to challenge discriminatory policies and laws. In this chapter, Fatma Osman-Ibnouf, a Sudanese professor, calls upon women from all political backgrounds to take advantage of this golden opportunity and build alliances with one another and with male allies to achieve gender equality at the legal, political, economic, and sociocultural levels.
Trabalhos de conferências sobre o assunto "Sociocultural backgrounds"
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Lu, Zhang. "THE INTERTEXTUALITY OF RUSSIAN LITERATURE AND RUSSIAN PAINTING IN THE 19TH CENTURY". In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2020. http://dx.doi.org/10.22250/iss.2020.21.
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The background color of Russian literature and Russian painting art in the 19th century is gloomy and heavy, and there exists text intertextuality between them, which is different from single text and single painting. Literary words and painting invisible words quote, permeate, insinuate and rewrite each other. Literature is the writing of painting, and painting is the color of literature. The main line of literature development and the main line of painting development seem to be twisted together like a rope, presenting spiral development, closely linked, complementary and inseparable.The same value orientation and aesthetic purpose have intertextuality, mutual influence, mutual interaction and mutual transformation, no matter in creation method, theme, artistic style or creation background. Direct description or sharp pen, or by the protagonist of indirect irony, using realistic and critical realism creation method, revealing the tsarist autocracy savage, dissatisfaction with the reality in protest of rebellion, as well as being bullied and oppressed pain and struggle, at the same time reflects the immortality of the Russian national literature and art achievement.
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Ramsey, Claire. "Sociocultural Background Influences on Rural Educational Leadership: A Phenomenological Study of Appalachian Leadership". In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1883401.
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DK, Lau, Seebacher S, Abdi AM, Bishar S, Nur MB e Gignoux E. "Towards an understanding of resurgent measles outbreaks in Kismayo, Somalia: A mixed method investigation of measles burden and vaccination coverage during a 2020-2021 measles outbreak". In MSF Paediatric Days 2024. NYC: MSF-USA, 2024. http://dx.doi.org/10.57740/eyjwvt4rop.
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BACKGROUND AND OBJECTIVES Kismayo is a city in southern Somalia and the capital of Jubaland State. In 2020, the Jubaland State Ministry of Health (MoH) recorded 1094 measles cases: an 8.2-fold increase from 2019. This study sought to estimate measles disease burden and measles vaccination coverage during the 2020-2021 outbreak, while further identifying key barriers and facilitators to measles vaccination and care. METHODS We utilised a sequential mixed-method approach with two phases of data collection. Phase one involved a cross-sectional household survey with a standard questionnaire while phase two included key informant interviews and focus group discussions with community members, health care workers and vaccination program administrators. RESULTS Of 6664 individuals, 338 measles cases were recorded during the two-year recall period, giving an attack rate of 5% (95%CI:4-5). 17 measles deaths were reported, giving a case fatality ratio of 4% (95%CI:2-6). Measles-specific mortality was 0.04 deaths/day/10000 population (95%CI:0.02-0.05). Initially, 50% of vaccine-eligible children had one or more doses of measles containing vaccine (MCV) and this rose to 69% by the end of the recall period. Thematic analysis led to the grouping of qualitative data into two overarching themes: sociocultural factors and health system factors. Regarding sociocultural factors, respondents gave insights on community measles knowledge and care practices, social responsibility for prevention, security challenges and measles-related rumours. Regarding health system factors, respondents spoke about challenges with health service management and shortcomings in the implementation of the expanded programme on immunisation (EPI) and mass vaccination campaigns. CONCLUSIONS Our results show that measles represents a serious health burden for the Kismayo population and that MCV coverage is well below the 95% target for herd immunity. We recommend developing a population-specific approach to risk communication and community engagement, expanding measles care, increasing accessibility for EPI services in health facilities and mobile clinics, and developing improved programmatic strategies for mass vaccination campaigns.
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Kalinchuk, Elena. "Cultural trauma J. Alexander as an example of events in Ukraine". In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.041.
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Background: Trauma as a fact of collective perception plays an important role in the formation of collective identities in modern Western societies. A sociological analysis of Alexander's cultural trauma aims to explain the symbolic mechanisms behind the construction of trauma. Its explanatory power is illustrated by the example of events in pre-war Ukraine. Purpose: Analyze events in Ukraine using the concept of cultural trauma. Methods: To achieve the goal, the method of analysis of events and facts was used, as well as theoretical analysis of sources related to the concept of cultural trauma. Results: Analysis of events in Ukraine through the concept of cultural trauma by J. Alexander revealed a direct link between trauma and mediatization of traumatic objects. Conclusion: Thus, we analyzed the socio-cultural context of events in Ukraine based on the concept of "cultural trauma". The signs and areas that were affected by it are highlighted. The characteristics of cultural trauma are named and examples of events and practices, both individual and collective, are given, which contributed to the creation of historical and cultural memory. Keywords: cultural trauma, social construct, events, J. Alexander, sociocultural context.
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Afrin, Tahera. "Inquiring About Cultural Components of Early Childhood Education". In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206005.
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Culture and diversity are familiar yet challenging concepts for early childhood kaiako (teachers). This is a background paper to stimulate thoughts and queries around cultural components in early childhood environments. The author presents findings from a completed research that supports culturally responsive practices within the early childhood teacher education context. The completed research applies a Teaching as Inquiry model to formulate queries for the lecturers. The author then proposes a future research project within the early childhood education context to explore the components of culture. Under a sociocultural research framework, the proposed research aims to collect data from a range of early childhood settings in Tāmaki Makaurau Auckland. Convenience sampling will be used to select willing centres from the initial teacher education (ITE) providers’ database. With the collected data, the proposed study is aimed at enabling participants to develop a reusable reflection model for early childhood kaiako who seek to embrace culturally relevant pedagogy. In support of the proposal, the author theoretically applies a Teaching as Inquiry model to selected questions for reflection listed in Te Whāriki, the early childhood curriculum. The discussion may extract thoughts to help kaiako to formulate focus queries, learning queries and teaching queries within the early childhood education environment.
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Grenarova, Renee. "COLLOCATION IDIOMS WITH A COLOUR COMPONENT IN TEACHING STUDENTS OF CZECH LANGUAGE FOR FOREIGNERS ON THE LEVEL OF THE INDEPENDENT USER". In 9th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscah.2022/s11.25.
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Background: Phraseology is a result of the life knowledge, folk wisdom of entire generations. It is a part of the spirit and material culture of each nation. As scientific discipline research idioms, which represents specific type of established vocabulary characterized by expressiveness, imagery and stability. Idioms have an irreplaceable place during adoption of communicative language competence, especially within its sociocultural and semantic field. Ignorance of idioms could lead to misunderstandings or incomprehension of certain communication situation among native speakers. The colors are all around us and they attract human attention for several thousand years. It is therefore logical, that color symbolism is projected in speech practice. Methods: Correct and fluent understanding is completely impossible without mastering a sufficient number of idioms, especially those, which belong to the phraseological core of the given language. First of all, we define the term collocation phrase and color, we conduct characteristics of color symbolism on example of chosen essential colors, and lastly we perform semantic analysis of selected collocation phrases with the color component in the Czech language. In the next part we focus on options of teaching the symbolism of colors in idioms as part of regular Czech language courses for foreigners according to the CEFR at the language level for an independent user. We present suggestion for possible didactic procedure � so-called phraseological five-minute plays. Results: Collocation idioms have positive influence on speech culture, emotionality and imagery of expression in both mother tongue and foreign language. Via these idioms is implemented during foreign language lessons dialogue of cultures. It is presented possibility of idioms usage with color components, such as white horse, black sheep, blue blood and others, within the process of learning the Czech language as a foreign language. Conclusions: Presentation of chosen results of the questionnaire named Colours around us, which was conducted in the April 2022. The respondents were students of the intensive Czech language course for foreigners on the Masaryk institute of advanced studies in Czech Technical University in Prague.
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Junior, Christina, Nicole A. Buzzetto-Hollywood e John H Padgett. "Perceptions of DEIA, Job Satisfaction, and Leadership Among U.S. Federal Government Employees". In InSITE 2024: Informing Science + IT Education Conferences. Informing Science Institute, 2024. http://dx.doi.org/10.28945/5289.
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Aim/Purpose . The quantitative comparative ex post facto research study covered in this paper aims to fill gaps in the literature by focusing on whether gender influences perceptions of leadership; diversity, equity, inclusion, and accessibility (DEIA); and job satisfaction among federal employees within the Department of Justice using empirical data. The study also explores whether there are relationships between the perception of leadership and job satisfaction and the perception of DEIA and job satisfaction. Background. Since 2002, the United States Office of Personnel Management (OPM) has administered the Federal Employee Viewpoint Survey (FEVS), which measures employee perceptions of whether and to what extent successful organizational conditions exist in their agencies. Areas currently assessed within the FEVS include training, job satisfaction, leadership effectiveness, management effectiveness, work-life balance, and diversity, equity, inclusion, and accessibility. The exploration of variations in perceptions of leadership, DEIA efforts, and job satisfaction among U.S. federal employees by gender and other criteria are crucial areas for research that are underrepresented in the literature. This is not only important for the United States federal government, which is grappling with high attrition rates, but also for public administrations around the world. Methodology. A quantitative ex post facto research design was used to analyze data from responses of U.S. federal employees working for the Department of Justice. Leadership, job satisfaction, and DEIA were all measured using aggregate scores from pre-determined question sets. Differences based on gender were analyzed using t-tests. Additionally, chi-squares and Spearman’s rank correlations were employed in order to explore whether there is a relationship between the perception of leadership and job satisfaction and the perception of DEIA efforts and job satisfaction among U.S. federal government workers. Contribution. The findings of this study aid in providing empirical data to support the need for federal government leadership to understand the impact of employees’ perceptions on their willingness to continue working in the federal government. The research study was grounded in Public Service Motivation Theory, which centers around factors that motivate individuals to pursue and maintain careers in the public service sector. More specifically, this study supported the public service motivation theory in that it looked at gender as a mitigating factor in public service motivation as well as explored the role of leadership and DEIA as a correlating factor to job satisfaction. The results of this research have practical implications for federal government leaders interested in increasing employee motivation and retention and who should be considering the range of sociocultural and demographic characteristics that have been found in the research to impact employee perceptions and experiences. Findings. The analyses found differences in perceptions of leadership, DEIA, and job satisfaction among United States Federal Government employees based on gender. Additionally, perceptions of leadership and DEIA were both found to influence job satisfaction. The first research question explored in this study used a t-test to consider whether the perception of leadership among U.S. federal employees differed based on participant gender with significance found. The second research question examined whether the perceived job satisfaction of U.S. federal employees differed based on gender, with statistical significance detected. The third research question focused on whether perception of DEIA differed when gender was explored and the results of the t-test indicated a significant difference in perceptions of DEIA when gender was considered. The fourth research question considered the relationship between the perception of leadership and job satisfaction. A Chi-square and a Spearman Rank Correlation were performed, and a relationship was found to exist. Research question five explored whether a relationship exists between the perception of diversity, equity, inclusion, and accessibility initiatives and job satisfaction, with significance found following a chi-square and a Spearman rank correlation. Recommendations for Practitioners. Leadership behaviors of managers and the existence of DEIA policies play a critical role in employees’ job satisfaction and commitment. The recommendations for organizational leadership in the public service sector include addressing gender inequality in work practices and environments and cultivating more inclusive organizational cultures. Recommendations for Researchers. The lack of inclusion of socio-cultural norms in the research on public service motivation is a gap that has yet to be sufficiently addressed and is an area of research that should be explored. Impact on Society. Research on public service motivation in local, state, national, and international government employment can aid organizations in developing strategies for improving recruitment, selection, and retention in public service organizations. This information can advance scientific knowledge on transforming management and leadership practices across sectors. Future Research. Future research can expound on what has been done here by examining in more detail how various identities, and more specifically intersecting identities, within the LGBTQIA+ community as well as other historically marginalized groups, impact such factors as perceptions of leadership, job satisfaction, employee motivation and retention, and work-life balance. Perceptions of specific DEIA initiatives should also be further explored.