Статті в журналах: "Sociocultural backgrounds"

1

Razali, S. M., C. I. Hasanah, K. Aminah, and M. Subramaniam. "Religious—Sociocultural Psychotherapy in Patients with Anxiety and Depression." Australian & New Zealand Journal of Psychiatry 32, no. 6 (December 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, and Marta Civil. "Collaboration in mathematics: Taking a sociocultural perspective." Avances de Investigación en Educación Matemática, no. 19 (May 2, 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, no. 7-8 (October 8, 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, no. 2 (December 7, 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., and Elena V. Okaeva. "Reading preference profiles in primary school children from different sociocultural family backgrounds." Comprehensive Child Studies 2, no. 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, no. 68/4 (April 23, 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, no. 1 (August 30, 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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8

Munawar, Fuad. "PENINGKATAN KUALITAS RANCANGAN RPP PADA MATERI AL-QURAN HADIS DENGAN PENERAPAN PENDEKATAN SOSIOKULTURAL DI SEKOLAH MENENGAH ATAS." Epistemic: Jurnal Ilmiah Pendidikan 1, no. 3 (September 30, 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, no. 1 (May 30, 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, no. 22-23 (August 27, 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.

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Woods, Alicia G., Elizabeth D. Peña, and Frederick N. Martin. "Exploring Possible Sociocultural Bias on the SCAN-C." American Journal of Audiology 13, no. 2 (December 2004): 173–84. http://dx.doi.org/10.1044/1059-0889(2004/022).

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Sociocultural bias on the SCAN-C (R. W. Keith, 2000) was investigated with 20 Anglo American and 20 Latino American 8-year-old children from low- and mid-high-socioeconomic status (SES) backgrounds. Univariate and repeated measures analyses of variance (ANOVAs) failed to reveal any significant differences between the groups when clustered by ethnicity and SES. The Latino American participants' scores were analyzed for dialectal variations, and the ANOVA analyses were repeated using the corrected scores. No significant interactions were observed. Classification analyses revealed that 10% more Latino American children than Anglo American children fell into the borderline-to-disordered category based on SCAN-C composite scores; these classification differences were most apparent on the Filtered Words subtest (with a difference of 25%). When scores with dialectal rescoring were considered, the classification distribution for the Latino American children more closely matched that of the Anglo American children. Given the increased likelihood of Latino American children scoring in the borderline-to-disordered category, caution should be used in interpreting SCAN-C results for Latino American children. Dialect scoring should be applied when Latino American children fall in the borderline-to-disordered category.

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12

Stevenson, Alma D. "Significance of Prior Knowledge Activation: A Close Look at Bilingual Kindergarten Student's Response to a Poem." Georgia Journal of Literacy 37, no. 1 (March 30, 2014): 14–17. http://dx.doi.org/10.56887/galiteracy.31.

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This manuscript examines a kindergarten bilingual (Spanish/English) student’s responses to a poem during a two-day writer’s workshop. A detailed description of the student’s illustrated initial response to the poem is compared with the student’s later response after the vocabulary embedded in the poem was discussed. The importance of considering students’ sociocultural backgrounds and activating their prior knowledge as essential parts of instruction is stressed.

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13

Yang, Sungeun, and Soyeon Park. "A Sociocultural Approach to Children’s Perceptions of Death and Loss." OMEGA - Journal of Death and Dying 76, no. 1 (February 8, 2017): 53–77. http://dx.doi.org/10.1177/0030222817693138.

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By employing the phenomenographic approach, the present study explored children's cognitive understanding of and emotional responses to death and bereavement. Participants included 52 Korean, 16 Chinese, and 16 Chinese American children ages 5–6. Thematic analysis of children's drawings and open-ended interviews revealed that most children associated death with negative emotions such as fear, anxiety, and sadness. The majority of children used realistic expressions to narrate death. The core themes from their drawings included causes for death, attempts to stop the dying, and situations after death. This study contributes to the literature by targeting young children who have been relatively excluded in death studies and provides evidence in the usefulness of drawings as a developmentally appropriate data collection tool. The findings also enrich our knowledge about children's understanding of death and bereavement, rooted in the inductive analysis of empirical data with children from culturally diverse backgrounds.

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Owens, Kay. "The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics." Education Sciences 13, no. 9 (August 25, 2023): 868. http://dx.doi.org/10.3390/educsci13090868.

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Over the past 30 years, teacher education has changed to incorporate a larger emphasis on understanding students’ sociocultural backgrounds, knowing that these influence their learning. However, in terms of mathematics and mathematics education in teacher education, less has been done to recognise the sociocultural mathematics backgrounds of students. An example is provided to show how entrenched colonial attitudes to mathematics have developed into neocolonial policies that influence mathematics education. This example is based on a large historic research project in Papua New Guinea (PNG) that aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from records of first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed, establishing an understanding of the current status of mathematics education as neocolonial. Neocolonial education policies diminish cultural ways of thinking. Thus, teacher education has an important role in sensitizing preservice and inservice teachers to the impact of neocolonial approaches as well as in developing with students some ways of reducing this impact and encouraging more holistic, culturally relevant mathematics education.

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Burden, Joe W., and Glenn W. Lambie. "Sociocultural Competencies for Sport Coaches: A Proposal for Coaches and Coach Education." Journal of Coaching Education 4, no. 3 (December 2011): 3–28. http://dx.doi.org/10.1123/jce.4.3.3.

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As social and cultural diversity increases in the United States, coaches frequently interact with athletes from a wide range of backgrounds. Therefore, it would be useful if coaches had established guidelines for best practices to support their socially and ethically responsible work with athletes. However, coaching organizations have not published best practice standards specifically for coaches’ work with socially and culturally diverse athletes. This article proposes Sociocultural Competencies for Sport Coaches (SCSC) to support positive coach-athlete relationships. Specifically, the paper (a) reviews standards for social and cultural competencies used in similar professions, (b) introduces SCSC to the field of coaching education, and (c) presents competencies, standards, and benchmarks to guide the implementation of SCSC with diverse athletes.

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Michalovich, Amir. "Affordances of in-School Video Production for a Plurilingual Adolescent with Interrupted Formal Education and Refugee Experiences: A (Hopeful) Case Study." Canadian Modern Language Review 80, no. 3 (August 1, 2024): 209–23. http://dx.doi.org/10.3138/cmlr-2023-0013.

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As Canada is increasingly committing to refugee resettlement, there is a critical need to understand how youth from refugee backgrounds can be supported to achieve their full potential in Canadian schools. This multi-year qualitative ethnographic case study explores the affordances of in-school video production for one plurilingual adolescent learner with significantly interrupted formal education and refugee experiences. Youth from refugee backgrounds have been shown to utilize digital multimodal composing (DMC), defined as the use of digital tools to make meaning in multiple modes (e.g., languages, images, sounds, gestures), including video production, to express their identities and strengthen relationships. However, few studies have explored the affordances of DMC specifically for youth from refugee backgrounds with interrupted formal education, at school in their settlement contexts. Guided by sociocultural and multimodal approaches to literacy, as well as an identity investment perspective on participation in learning, the study identifies three thematic patterns of video-production affordances: (1) overcoming the language barrier; (2) showcasing fluency; and (3) countering deficit perceptions. The study helps educators and teacher-educators better understand the affordances of in-school video production for youth from refugee backgrounds with significantly interrupted formal education.

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LIANG, PEILIN. "Towards a Collaborative Ergonomics: From Strangers to Symbiotic Community through Boundary Traversal in Performance." Theatre Research International 45, no. 3 (October 2020): 245–63. http://dx.doi.org/10.1017/s0307883320000255.

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In the globalized twenty-first century, the relevance of intercultural performance is to forge supporting infrastructures between collaborators of divergent sociocultural backgrounds and disciplinary training. Fostering such infrastructures is vital for reconfiguring existing social relations and redistributing resources in the face of increasing sociocultural asymmetry. However, I argue that transforming collaborating ‘strangers’ into interdependent components of a sustainable symbiotic community necessitates the implementation of a collaborative ergonomics. It is an ergonomics concerned with the efficiency and efficacy of collaboration that actively seeks to traverse boundaries and borders. Linguistic translation, lexical translation and the transference and co-production of embodied knowledge are the crucial steps for effecting a collaborative ergonomics. Signs of an emerging symbiosis include the increasingly collaborative relationships between the collaborators and the transformation of embodied practices into highly reflexive and rigorous praxis.

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Kim, Nam-Hee, and In-Young O. "A Study on the Sociocultural Backgrounds of the 'Baby Face Fad' and Phrenological Characteristics." Journal of the Korean Society of Clothing and Textiles 33, no. 10 (October 31, 2009): 1530–40. http://dx.doi.org/10.5850/jksct.2009.33.10.1530.

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Marshall, Jessie Kimbrough, Lisa A. Cooper, Alexander R. Green, Amanda Bertram, Letitia Wright, Niki Matusko, Wayne McCullough, and Stephen D. Sisson. "Residents' Attitude, Knowledge, and Perceived Preparedness Toward Caring for Patients from Diverse Sociocultural Backgrounds." Health Equity 1, no. 1 (August 2017): 43–49. http://dx.doi.org/10.1089/heq.2016.0010.

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Sakhy, Sultana, Ummay Tanzila Sultana, Md Billal Hossain, and Md Ashir Monsur. "“Determinants of Career Choice among the Youth in Bangladesh: A Multidimensional Analysis”." International Journal of Research and Innovation in Social Science VII, no. XI (2023): 555–72. http://dx.doi.org/10.47772/ijriss.2023.7011044.

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This study aims to investigate the factors influencing career preferences among the emerging generation in Bangladesh. Employing a hybrid research approach combining qualitative and quantitative methods, it explores the complex interplay of sociocultural norms, economic considerations, educational backgrounds, and personal aspirations in shaping career choices. The findings offer valuable insights into the intricate nature of career decisions among the youth in Bangladesh, shedding light on the dynamic interplay between societal changes and individual agency in this rapidly evolving region.

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Amatullah, Tasneem, Brittany Aronson, and Gul Rind. "International Graduate Students’ Positionality in a U.S. Critical Multicultural Education Course." Journal of Comparative & International Higher Education 13, Summer (August 4, 2021): 180–205. http://dx.doi.org/10.32674/jcihe.v13isummer.2361.

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This study describes the experience of four international students after taking a class in critical multicultural education at a predominantly white institution in the Midwest, U.S. Utilizing narrative inquiry and narrative coding to analyze students’ positionality papers, the researchers found two overarching themes: (1) Prior Experiences and (2) Perspectives on multicultural identities, with several sub-themes. The first overarching theme, prior experiences, has three sub-themes that reflect students’ identities in relation to their sociocultural backgrounds: (a) origin and national identity (b) family background and exposure (c) education and sociocultural experiences. The second overarching theme, perspectives on multicultural identities has five sub-themes that emerged from students’ personal learning and through socialization: (a) race and ethnicity (b) religion (c) gender and sexuality (d) class and privilege, and (e) culture shock. We conclude with a discussion of the findings and implications for this work.

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Rezza Fauzi Muhammad Fahmi and Rizal Ramdhani. "Sociocultural-Based Character Education at Riyadlul 'Ulum Integrated High School: Riyadlul Ulum Wadda'wah Islamic Boarding School – Tasikmalaya." Antroposen: Journal of Social Studies and Humaniora 2, no. 2 (August 23, 2023): 85–92. http://dx.doi.org/10.33830/antroposen.v2i2.5451.

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This research is focused on examining sociocultural-based character education through observing the cultural backgrounds of the different students at the Riyadlul ‘Ulum Integrated High School - Tasikmalaya. The research method used is the descriptive qualitative type with the determination of informants using a purposive sampling technique. Research data were obtained from observations, interviews, and FGD (Focus Group Discussion) and analyzed using data analysis techniques from Miles and Huberman. Sociocultural-based character education emphasizes the formation of characters that are in accordance with the social values prevailing in society. This is done by introducing these values from an early age through various activities at school or in the community. In sociocultural-based character education, the formation of individual character is not something that is separate from the social and cultural environment in which the individual is located. Therefore, this approach emphasizes the importance of integrating the formation of individual character with social and cultural values that exist in society. Thus, individuals can have strong character, be rooted in a positive culture and social values, and be able to contribute to improving the quality of social life in society.

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Huggins, Charlotte. "Discussion Paper: The sociocultural origins of gendered differences in emotion and recommendations for future research." PsyPag Quarterly 1, no. 110 (March 2019): 30–33. http://dx.doi.org/10.53841/bpspag.2019.1.110.30.

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In line with popular gender stereotypes, empirical research suggests that men are significantly worse at identifying, understanding, and expressing their own emotional states compared to women. This article proposes that these difficulties are driven by socialisation and gender roles rather than biology. Understanding how sociocultural factors influence emotional development may illuminate methods for improving emotional skills and mental health outcomes in men. Researching emotional abilities in men from marginalised backgrounds, particularly LGBT men, may be a promising avenue of future research to better understand this relationship.

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Wajman, José Roberto, Paulo Henrique Ferreira Bertolucci, Letícia Lessa Mansur, and Serge Gauthier. "[RETRACTED ARTICLE] Culture as a variable in neuroscience and clinical neuropsychology." Dementia & Neuropsychologia 9, no. 3 (September 2015): 203–18. http://dx.doi.org/10.1590/1980-57642015dn93000002.

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Culture is a dynamic system of bidirectional influences among individuals and their environment, including psychological and biological processes, which facilitate adaptation and social interaction. One of the main challenges in clinical neuropsychology involves cognitive, behavioral and functional assessment of people with different sociocultural backgrounds. In this review essay, examining culture from a historical perspective to ethical issues in cross-cultural research, including the latest significant and publications, the authors sought to explore the main features related to cultural variables in neuropsychological practice and to debate the challenges found regarding the operational methods currently in use. Literature findings suggest a more comprehensive approach in cognitive and behavioral neuroscience, including an interface between elementary disciplines and applied neuropsychology. Thus, as a basis for discussion on this issue, the authors analyzed key-topics related to the study of new trends in sociocultural neuroscience and the application of their concepts from a clinical perspective.

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Park, Soeun, Megan Foley-Nicpon, Alyssa Choate, and Mallory Bolenbaugh. "“Nothing Fits Exactly”: Experiences of Asian American Parents of Twice-Exceptional Children." Gifted Child Quarterly 62, no. 3 (March 5, 2018): 306–19. http://dx.doi.org/10.1177/0016986218758442.

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Parents of high-ability students with disabilities (i.e., twice-exceptional) play a crucial role in their children’s home and educational environments. In addition, parents’ sociocultural contexts, including race and ethnicity, can influence their parenting practice. We conducted interviews with 10 Asian American parents from diverse ethnic backgrounds and analyzed the interview transcripts by using a phenomenological framework and general inductive approach. Themes identified included the parents’ recognition of and reaction to twice-exceptionality, challenges and efforts in supporting their children, and perception of their sociocultural contexts in relation to parenting practices. The Asian American parents in this study developed resilient parenting styles and persistent advocacy efforts as they navigated the complex characteristics of twice-exceptionality within their multilayered cultural contexts. Findings are particularly important for practitioners and educators who work with Asian American parents and/or high-ability children with disabilities to better address their complex needs.

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Maliki, Moulay Sadik, and Omar EL GHAZI. "Exploring the Sociocultural Dynamics of Compliments and Criticisms in Moroccan Arabic." International Journal of Advanced Engineering and Management Research 09, no. 03 (2024): 40–70. http://dx.doi.org/10.51505/ijaemr.2024.9304.

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Language serves not only as a means of communication but also as a social tool, necessary for maintaining relationships and societal equilibrium. In Moroccan Arabic communication dynamics, the acts of complimenting and criticizing are both fundamental and complex. Drawing upon Brown & Levinson’s (1978) framework, this qualitative study investigates these speech acts, exploring a variety of linguistic strategies, such as interrogatives, metaphors, irony, tautology, and honest deceptions. Employing diverse data collection methods including interviews, participant observation, content analysis, and introspection, we examine these dynamics within the linguistic variety spoken in Errachidia, south-eastern Morocco. By adopting purposive sampling and the researcher’s introspective insights as a native speaker, we aim to capture the intricate nuances and subtleties of compliments and criticisms in communicative interactions. Our findings shed light on how cultural backgrounds shape the interpretation and expression of these speech acts, enriching our understanding of language, culture, and social dynamics within the Moroccan Arabic-speaking community. This study not only contributes to scholarly discourse but also offers practical implications for fostering effective communication and nurturing interpersonal relations.

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Hermans, Chris A. M. "Analyzing the Dialogic Construction of Identity of Religiously Affiliated Schools in a Multicultural Society." International Journal of Education and Religion 1, no. 1 (July 24, 2000): 135–65. http://dx.doi.org/10.1163/1570-0623-90000008.

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This article develops a tool for the analysis of a dialogic construction of identity for religiously affiliated schools. Religiously affiliated schools can have pupils and teachers with cultural and religious backgrounds other than the religion with which the school is affiliated. With the help of the theoretical framework of Mikhail Bakhtin a theoretical framework is developed that can be used to “read” the construction of meaning in schools that includes the otherness of people. This framework is part of a sociocultural approach to the school organization.

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Che Mustafa, Mazlina, Azila Alias, and Juppri Bacotang. "Sociocultural Adaptation for Asian Immigrant English Language Learners." Journal of Social Sciences Research, SPI6 (January 30, 2019): 1132–38. http://dx.doi.org/10.32861/jssr.spi6.1132.1138.

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This phenomenological study discusses sociocultural adaptation, as one of the findings emerged from the study, among Asian immigrant English language learners (ELLs) and their parents, as well as New Zealand early childhood teachers. The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings as they adapt themselves.The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by Lev (1978); (ii) the notion of guided participation articulated by Barbara (2003) (iii) theories of second language acquisition discussed by Lantolf and Thorne (2000); and by Krashen (1982); Krashen (1985) and (iv) acculturation as addressed by Berry (2001). The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Four Asian parents participated in interviews to ascertain the parents’ perspectives about their children’s learning of English and their maintenance of home language. Research methods for the teachers included observations and semi-structured pre- and post-observation interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers supported the ELLs as they acquired English. The findings were analysed using thematic analysis. The findings revealed that there were dissonances between the teachers’ beliefs and their practices, as well as variation between individual teachers’ beliefs and practices. This study will provide a basis from which to consider how early childhood teachers in New Zealand can draw upon sociocultural perspectives to better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds.

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Tinning, Richard, David Jenkins, Jessie Collins, Tony Rossi, and Tania Brancato. "Major practicum as a learning site for exercise science professionals: A pilot study." European Physical Education Review 18, no. 2 (May 22, 2012): 239–44. http://dx.doi.org/10.1177/1356336x12440024.

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Exercise science is now an integral part of the allied health framework in Australia and graduates from accredited programmes are equipped with skills recognised as being important in the prevention and management of lifestyle-related diseases. This pilot study sought to determine the experiences of 11 final-year exercise science students in their major practicum and identify skills learned and developed while on placement. Analysis of the interview data established that the students worked with clients from a broad range of sociocultural and socioeconomic backgrounds, both within and between practicum sites; the students’ experiences and their preparedness to engage with clients from different backgrounds varied as a result. Although the students generally reported being technically skilled for their major placement, many reported being underprepared to deal with people from different backgrounds. However, all participants held that their interpersonal skills greatly improved in response to their placement and several remarked that they developed their problem-solving skills through watching and assisting their supervisors work with clients. The present study confirms the practicum as a critical learning site for improving communication and problem-solving skills with exercise science and exercise physiology students.

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Makhmudov, Rashid. "SOCIAL AND CULTURAL BACKGROUNDS OF TERRORISM IN THE MODERN SOCIOCULTURAL SITUATION OF THE WORLD COMMUNITY." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta 13, no. 2 (2021): 115–22. http://dx.doi.org/10.47370/2078-1024-2021-13-2-115-122.

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The article examines the socio-cultural preconditions of terrorism in the world history of the 20th century. The current situation in the Russian Federation indicates the need to create an effective organizational and legal mechanism for countering terrorism, which infringes on the rights, freedoms and legitimate interests of the population of the Russian Federation and its state sovereignty. The provisions have been stated that determine the importance of studying the phenomenon of terrorism in the context of the growth of globalization processes and active opposition to them on the part of opponents of globalization. The author emphasizes the idea that deepening of the modern spiritual crisis influences the replacement of traditional moral values with a pragmatic orientation towards personal material success, which greatly contributes to the development of international terrorism. Despite a fairly wide list of subjects empowered by the national legislation of the Russian Federation to fight terrorism, the current legal field has not developed a concept that defines terrorism not only as a form of illegal action, but as a socio-cultural problem. In many respects, this became one of the reasons for the lack of interaction and coordination between the executive authorities and management in terms of its organization and implementation of measures aimed at countering terrorist manifestations. The study concludes that victory in the fight against terrorism cannot be achieved solely by forceful methods and state institutions. Civil society must make its contribution to the fight against terrorism.

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Marx, Sherry, Julie L. Pennington, and Heewon Chang. "Critical Autoethnography in Pursuit of Educational Equity: Introduction to the IJME Special Issue." International Journal of Multicultural Education 19, no. 1 (February 28, 2017): 1. http://dx.doi.org/10.18251/ijme.v19i1.1393.

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In this introduction to the special issue of IJME, we highlight critical autoethnography’s potential for connecting the deeply personal experiences of race, gender, culture, language, sexuality, and other aspects of marginalization and privilege to the broader context of education in society. We discuss critical autoethnography as an interdisciplinary, blurred genre that transforms to fit the academic backgrounds, interests, and critical orientations of its authors. All contributors to this special issue situate their take on the genre in relevant literature and provide sociocultural critique in explicit and implicit ways.

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Kazem, Ali M., Abdulqawi S. Alzubiadi, Yousif H. Yousif, Fawzia A. Aljamali, Skreen I. Al-Mashdany, Hussain A. Alkharusi, Omayma B. Al-Busaidi, Sana S. Al-Bulushi, Wedad A. Al-Bahrani, and Suad M. Al-Fori. "PSYCHOMETRIC PROPERTIES OF RAVEN'S COLORED PROGRESSIVE MATRICES FOR OMANI CHILDREN AGED 5 THROUGH 11 YEARS." Social Behavior and Personality: an international journal 35, no. 10 (January 1, 2007): 1385–98. http://dx.doi.org/10.2224/sbp.2007.35.10.1385.

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The aim in this study was to identify Omani children's psychometric properties on the Raven's Colored Progressive Matrices (CPM; Raven, Court, & Raven, 1986; Raven, Raven, & Court, 1998), using a sample of 372 5- to 11-year-olds. Analysis of the data shows that the sample was distributed normally. The test demonstrated good validity and reliability indices and is considered to be a suitable measure to assess nonverbal intelligence of young Omani children. The authors recommend carrying out further studies comparing Omani children's performance with their counterparts from other countries and sociocultural backgrounds.

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Gunaningtyas, Martha Tanjung, and Sri Wuli Fitriati. "The Use of Brown - Levinsonâ€™s Politeness Strategies As A Realization of Sociocultural Competence Among Adult Learners of Elti Surakarta." English Education Journal 11, no. 2 (June 20, 2021): 219–27. http://dx.doi.org/10.15294/eej.v11i1.43117.

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This study focuses on analyzing the use of Brown and Levinson's politeness strategies to reflect sociocultural competence among adult learners. English is an international language in international communication to talk with people of different age, gender, status, etc. Besides, politeness strategies can reflect somebody's sociocultural competence when he/she talks to others. At the beginning of this study, preliminary research showed that English was used as a language tool in the class for adult students in conversation classes. The adult students came from different backgrounds including job, age, gender, status, culture, existence, and experience. Some of them had been abroad and communicated with the English native speaker directly. A proficiency test was used at the beginning of the research. It was continued by a sound recorder, video recorder, DCT, and interview to get the data. The findings reveal the more prominent use in bald on record and positive politeness strategies. Those strategies, based on the theory of Brown and Levinson and Celce Murcia, showed there was a close relationship between the speakers. The rest of the strategies showed that there was a distance between the speakers. In conclusion, politeness strategies were in students' interactions to reflect their sociocultural competence. The suggestion focuses on giving practices to students to increase their experiences in implementing politeness strategies.

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Daniels, Derek E. "Working with People Who Stutter of Diverse Cultural Backgrounds: Some Ideas to Consider." Perspectives on Fluency and Fluency Disorders 18, no. 3 (November 2008): 95–100. http://dx.doi.org/10.1044/ffd18.3.95.

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Abstract As the United States continues to undergo changing demographics, speech-language pathologists will find themselves working more with clients who stutter of diverse cultural backgrounds. The purpose of this article is to outline key principles for addressing cultural issues with clients who stutter. Sociocultural theory is introduced as a conceptual framework to guide assessment and therapeutic decision-making processes. Next, key principles are presented to assist clinicians in understanding a client’s cultural context, and using this as a frame of reference for treatment. Finally, a case example is presented to illustrate the ways in which a clinician can approach treatment in the specific cultural context of the client.

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Cheddadi, Mohammed Aqil, and Hafsa Rifki. "Moroccan Sociocultural Practices of Space: Coping with Marginalization in Bidonvilles and Social Housing." International Journal of Islamic Architecture 13, no. 1 (January 1, 2024): 75–105. http://dx.doi.org/10.1386/ijia_00130_1.

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This article examines the everyday adaptation practices of marginalized inhabitants in present-day Morocco as they respond to their urban domestic environments and resist recent slum relocation projects. We first address urban policies implemented during the French protectorate era (1912–56), many of which have continued to impact Moroccan cities in the twenty-first century. Our research emphasizes the inadequacy of current urban policies and architectural designs, as well as their incompatibility with inhabitants’ ways of living and spatial needs. We explore how different socio-spatial practices in traditional medina cities, shantytowns, and social housing complexes illustrate marginalized social groups’ adaptation to official policies and sociocultural changes. Acknowledging that the built environment expresses the beliefs, cultures, and social backgrounds of inhabitants, we aim to illustrate their ways of living through case studies of two marginalized communities in the Douar El-Garaa shantytown in Rabat and a social housing complex in the suburbs of Casablanca. Our findings identify socio-spatial appropriation and adaptation practices that are rooted in sociocultural habits codified by Islamic customs and other Moroccan cultural norms.

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Brucki, Sonia Maria Dozzi, and Ricardo Nitrini. "Mini- Mental State Examination among lower educationl levels and illiterates: transcultural evaluation." Dementia & Neuropsychologia 4, no. 2 (June 2010): 120–25. http://dx.doi.org/10.1590/s1980-57642010dn40200008.

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Abstract Cognitive performance among illiterates and low educational levels is poorer than that observed in individuals with greater schooling. This difference can be a confounding factor in reaching an accurate diagnosis of cognitive impairment. In addition, there is great heterogeneity in performance among illiterates, probably due to different environmental demands and sociocultural backgrounds. Many reports have described the influence of education on neuropsychological measures and screening tests such as the Mini-Mental State Examination (MMSE). Objectives: To analyze performance in two samples with the same educational level, but different social and cultural backgrounds. Methods: Subjects from two different locations in Brazil (rural sample from Northern region and urban sample residing in the largest city of the Southeastern region) were matched for age and education, and submitted to the MMSE. Results: Significant differences between the groups were found in total scores on the MMSE and in temporal orientation and serial-sevens sub-items for which the urban sample performed best but analysis of illiterates alone yielded the same results, except for the copying pentagons task which was performed better by the rural sample. Conclusions: Cultural and social backgrounds, as well as demands from the environment, influence results of screening tests. Factors other than education must be taken into account when analyzing tests.

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LAI, JINXING (GENE). "An Artistic Product of Globalised Singapore? The Damaru Pan-Indian Folk Drumming Ensemble." Yearbook for Traditional Music 54, no. 2 (December 2022): 119–40. http://dx.doi.org/10.1017/ytm.2022.22.

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AbstractDamaru is a Singaporean Indian folk drumming ensemble that promotes pan-Indian identity and Indian folk drumming in the city-state. This article examines how Damaru navigates and carves a niche in Singapore’s multicultural milieu with the concept of a pan-Indian folk drumming ensemble, and how drummers create artistic products that engage an audience of different sociocultural backgrounds. An analysis of two of Damaru’s rhythmic compositions suggests that drumming, mixing Indian folk drums and rhythmic patterns, and performing the rhythmic patterns in sequence have helped Damaru’s rhythmic compositions reach a broader audience, enabling the ensemble to win state grants and performance opportunities.

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O, In-Young. "Influence of Sociocultural Backgrounds in the 2010s and 2020s on the Cosmetics Industry and Makeup Trend." Journal of the Korean Society of Cosmetology 29, no. 6 (December 31, 2023): 1601–11. http://dx.doi.org/10.52660/jksc.2023.29.6.1601.

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This study analyzed the characteristics of each period based on various references and previous studies, and tried to find out the global influence of the beauty style of K-pop idols, the tendency of the cosmetics and makeup consumption market according to the popularity of beauty influencers, and the development of the beauty industry through media data. The scope analyzed the trends that appeared in the makeup field from 2010 to 2023, and divided them into characteristics of the times, characteristics of makeup expression techniques, and global and cultural characteristics. In order to compare the trends of the 2010s and 2020s, the characteristics of each era were reviewed. The characteristics of texture expression, which appeared the most in the 2010s, HD makeup due to the development of cameras, and the influence of K-pop due to the globalization of culture were analyzed. Compared to the 2010s, the 2020s analyzed the changes in texture expression techniques, the influence of beauty influencers at the beginning of the era of single-person media, and vegan beauty due to changes in perceptions of nature and life. In addition, the impact of K-pop idols, which show the greatest influence.

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Shafi, Uzma. "Matrices of Violence: A Post-structural Feminist Rendering of Nawal El Saadawi’s Woman at Point Zero and Lola Soneyin’s The Secrets of Baba Segi’s Wives." International Journal of English Literature and Social Sciences 7, no. 4 (2022): 289–94. http://dx.doi.org/10.22161/ijels.74.43.

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There is quite a significant discourse on patriarchy and women identity in neo-colonial states. These studies border on dehumanization, victimization, and discrimination against women. Gender activists and women right advocates have been in the forefront of calls for recognition and protection of the rights of women in the African patriarchal society. The interventions recognize the African patriarchal structure, but the advocacy emphasizes the need to accord the female gender a pride of place in the sociocultural milieu. This study identified and analyzed lopsided societal treatment of the female gender in literary works of two African writers of different sociocultural backgrounds using Poststructuralist feminist theory. The study identified the societies reflected in the literary writings as representations of patriarchal societies that place the female gender in less favorable conditions; thus, making it subservient to the male gender. The study concluded that the female gender is disadvantaged in some African societies. The study recommends that all patriarchal societies need to accord the female gender respect and recognition in order to enhance their contribution to social and economic development of the society.

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Pinder, Richard J., Fran Bury, Ganesh Sathyamoorthy, Azeem Majeed, and Mala Rao. "Differential attainment in specialty training recruitment in the UK: an observational analysis of the impact of psychometric testing assessment in Public Health postgraduate selection." BMJ Open 13, no. 3 (March 2023): e069738. http://dx.doi.org/10.1136/bmjopen-2022-069738.

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ObjectivesTo determine how current psychometric testing approaches used in selection of postgraduate training in UK Public Health are associated with socioeconomic and sociocultural background of applicants (including ethnicity).DesignObservational study using contemporaneous data collected during recruitment and psychometric test scores.SettingAssessment centre of UK national Public Health recruitment for postgraduate Public Health training. The assessment centre element of selection comprises three psychometric assessments: Rust Advanced Numerical Reasoning, Watson-Glaser Critical Thinking Assessment II and Public Health situational judgement test.Participants629 applicants completed the assessment centre in 2021. 219 (34.8%) were UK medical graduates, 73 (116%) were international medical graduates and 337 (53.6%) were from backgrounds other than medicine.Main outcome measureMultivariable-adjusted progression statistics in the form of adjusted OR (aOR), accounting for age, sex, ethnicity, professional background and surrogate measures of familial socioeconomic and sociocultural status.Results357 (56.8%) candidates passed all three psychometric tests. Candidate characteristics negatively associated with progression were black ethnicity (aOR 0.19, 0.08 to 0.44), Asian ethnicity (aOR 0.35, 0.16 to 0.71) and coming from a non-UK medical graduate background (aOR 0.05, 0.03 to 0.12); similar differential attainment was observed in each of the psychometric tests. Even within the UK-trained medical cohort, candidates from white British backgrounds were more likely to progress than those from ethnic minorities (89.2% vs 75.0%, p=0.003).ConclusionAlthough perceived to mitigate the risks of conscious and unconscious bias in selection to medical postgraduate training, these psychometric tests demonstrate unexplained variation that suggests differential attainment. Other specialties should enhance their data collection to evaluate the impact of differential attainment on current selection processes and take forward opportunities to mitigate differential attainment where possible.

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Khamis, Abd Alghani, Siti Zuliana Salleh, Mohd Sayuti Ab Karim, Noor Ashikin Mohd Rom, Shamini Janasekaran, Aida Idris, and Rusdi Bin Abd Rashid. "Alcohol Consumption Patterns: A Systematic Review of Demographic and Sociocultural Influencing Factors." International Journal of Environmental Research and Public Health 19, no. 13 (July 1, 2022): 8103. http://dx.doi.org/10.3390/ijerph19138103.

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Background: Excessive alcohol consumption has negative effects not only on the drinkers’ health but also on others around them. Previous studies suggest that excessive alcohol consumption can be related to a combination of factors such as age, family background, religiosity, etc. Investigating and clarifying these roots of alcohol consumption is crucial so that the right type of interventions can be designed in a specific and targeted manner. Objectives: This work was conducted as a systematic review to reveal the factors associated with alcohol consumption and to heighten the understanding of the differences among various communities and segments of the population regarding their usage of alcohol. Data sources: A systematic search of Web of Science, PubMed, ScienceDirect, and Google Scholar was performed. Results: Forty-five studies were included in the review after excluding irrelevant records and duplicates. Conclusions: Alcohol consumption patterns can be associated with several factors related to communities and individuals, and our review revealed demographic factors, including age and proximity to alcohol outlets, as well as social factors, including family background, socioeconomic background, and religious influence. These findings can be used to establish a guideline for further studies in understanding alcohol consumption patterns among individuals according to their personal characteristics and sociocultural backgrounds.

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Desai, Geetha, and Santosh K. Chaturvedi. "Idioms of Distress." Journal of Neurosciences in Rural Practice 08, S 01 (August 2017): S094—S097. http://dx.doi.org/10.4103/jnrp.jnrp_235_17.

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ABSTRACTThe presentations of psychosocial distress and cultural conflicts are often bodily symptoms, especially in traditional societies and village backgrounds. These might not meet the criteria of the current psychiatric diagnostic systems. Sociocultural milieu contributes to the unique presentations of the stress in the form of idioms of distress. The latter are alternative modes of expressing distress and indicate manifestations of distress in relation to personal and cultural meaning. Health professionals often consider these as hysterical, functional or having functional overlays, and abnormal illness behaviors. Management of idioms of distress would need cultural competence and sensitivity. This article highlights the common idioms of distress in India with specific focus on bodily symptoms.

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Thapaliya, Pratima. "Enhancing Critical Reflective Practice in Science Education Through a STEAM Approach." Journal of Transformative Praxis 4, no. 1 (August 11, 2023): 54–67. http://dx.doi.org/10.51474/jrtp.v4i1.575.

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This article aimed to explore teachers’ beliefs on reflective practice in their professional life and envision perspectives for transforming their practice. I used auto/ethnography as a research methodology for critically reflecting on the self and others’ lived experiences of teaching science, mathematics, and technology in the context of Nepal. I explored that reflective practice is required for understanding and transforming our deep-seated dominant cultural practices. On becoming a critically reflective practitioners, we can incorporate a trans-disciplinary STEAM approach while designing and implementing a curriculum, pedagogy, and assessment system that helps understand learners’ sociocultural backgrounds, beliefs, values, assumptions, and feelings for authentic, inclusive, and meaningful learning.

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Yates, James. "Demographic Imperatives for Educational Reform for Culturally and Linguistically Diverse Students." Multiple Voices for Ethnically Diverse Exceptional Learners 11, no. 1 (September 1, 2008): 4–12. http://dx.doi.org/10.56829/muvo.11.1.18563187154m7077.

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Rapid demographic changes in culture, race/ethnicity, and language in the United States have exerted a powerful influence on public schools, raising significant concerns or issues relative to the ability of the educational system to successfully educate all of its children as future citizens of a democratic society. Educational outcome data for students from nondominant sociocultural and linguistic backgrounds highlight the failure of public schools to successfully educate all students. This lack of success is reflected in higher rates of retention, attrition, and placement in special education; lower rates of high school graduation and college entrance; and fewer degrees awarded. Implications for the future of society and policy priorities are suggested.

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Moorman, Jessica D. "Socializing Singlehood: Personal, Interpersonal, and Sociocultural Factors Shaping Black Women’s Single Lives." Psychology of Women Quarterly 44, no. 4 (July 20, 2020): 431–49. http://dx.doi.org/10.1177/0361684320939070.

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Popular discourse characterizes single Black women as desperate and dysfunctional, constructions of single status that reinforce broader stereotypes of Black women. Unfortunately, relatively little is known about how Black women define singlehood for themselves. The relative omission of Black women’s self-defined experiences of unmarried life from research is a gap that limits scholarly understandings of singlehood and Black women’s lives. To address this gap, 24 semi-structured interviews were conducted with single, cisgender, heterosexual Black women aged 25–46 years from diverse educational and marital history backgrounds. Thematic analysis yielded nine themes across sociocultural (complex portrayals and liberation), interpersonal (advice, support, and judgment), and personal (purpose, security, freedom, and frustration) life domains. Participants enacted a range of strategies in unmarried life including strategic singlehood, the intentional practice of maintaining single status to foster growth, maintain freedom, or ensure safety. Differences in singlehood were observed by maternal status, age, and marital history. Findings suggest singlehood is socialized through scripting and gendered racial socialization processes. Media featuring single Black women, advice and judgments from family, and shifting gender roles for women contributed to single socialization processes. Study findings suggest new directions for practice, research, and policy. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/0361684320939070

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Destin, Mesmin, R. Josiah Rosario, and Shirin Vossoughi. "Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds." Policy Insights from the Behavioral and Brain Sciences 8, no. 1 (February 11, 2021): 59–66. http://dx.doi.org/10.1177/2372732220980766.

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As colleges and universities expand the socioeconomic diversity of their student populations, many policies and practices require reconceptualization to better serve all students. Recent social psychology and learning sciences research directly informs how to support the achievement and well-being of students from lower socioeconomic status backgrounds, with attention to intersecting minoritized identities. These approaches challenge assimilationist and deficit-based views of student identities in addressing factors at multiple levels of their sociocultural contexts. Building from the evidence, recommendations emphasize committing financial resources to allow for full access and participation in higher education. Also, specific faculty practices and development opportunities can enhance teaching. Finally, community emerges as a central theme; recommendations enhance student connections within and beyond the college environment.

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Jakstis, Kristen, and Leonie K. Fischer. "Urban Nature and Public Health: How Nature Exposure and Sociocultural Background Relate to Depression Risk." International Journal of Environmental Research and Public Health 18, no. 18 (September 14, 2021): 9689. http://dx.doi.org/10.3390/ijerph18189689.

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As the world’s population becomes more urbanized, there is an associated decrease in nature exposure and a rise in noncommunicable diseases, including depression. Previous cross-sectional studies examining urban nature exposure and depression have reported favorable associations. However, many of these studies rely primarily on nature exposure metrics that measure the intensity of nature exposure, while other dimensions of urban nature exposure remain understudied. Therefore, in a cross-sectional, questionnaire-based case study targeting a general urban population (n = 282), we examined the relationship between two less commonly studied urban nature exposure variables (i.e., gardening behavior and greenspace visit frequency) and depression risk while also considering sociocultural background (multivariate logistic regression model). Results indicated that being a gardener was significantly associated with a reduced odds of being at risk of depression and that having a family migration history, but not a self-migration history, was associated with increased odds of being at risk of depression. In the examination of neighborhood socialization frequency and depression risk, we did not determine any significant association. The results of this study, therefore, highlight the importance of considering both people’s sociocultural backgrounds and urban nature exposure in more detail to help plan for and support healthier cities in the future.

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Sudarwati, Emy, Sukarsono, and Nanik Sri Rahayu. "On directive acts among Arek-dialect Javanese speakers: A politeness aspect." XLinguae 17, no. 1 (January 2024): 200–215. http://dx.doi.org/10.18355/xl.2024.17.01.14.

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Being polite is vital in fostering a harmonious relationship with any member of society with different sociocultural backgrounds. This paper aims to contribute to the field of an ethnic politeness behavior, especially the Javanese sub-ethnic, well-known as Arek Soroboyo, who speak Arek-dialect Javanese (ADJ). The main objective of this study is to know ADJ Speaker’s polite linguistic behavior in performing directive acts such as ordering, asking, requesting, or suggesting, which are examined based on Brown and Levinson’s (1987) theoretical account. The study was qualitatively approached, employing observation techniques of speech events and Discourse Completion Test (DCTs) for data collection. The study participants, of at least 17 years of age, were born and raised in Surabaya, Sidoarjo, and Mojokerto and must speak Arek dialect. The data were analysed using Brown and Levinson’s (1987) Politeness Strategies. The findings reveal that ADJ speakers, who are mostly egalitarian, dominantly employ positive politeness and bald on-record strategy, rarely employ negative strategies and none of the employing case of off-record strategy. This implies a conclusive proposition that sociocultural values greatly affect the linguistic politeness behavior of members of a speech community.

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Uwen, God’sgift Ogban, and Ugenlo Lucky Ohonsi. "Language on the Road." Ahyu: A Journal of Language and Literature 6 (December 4, 2023): 118–32. http://dx.doi.org/10.56666/ahyu.v6i.162.

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This paper examines (mis)interpretations of the semiotic components of road signs by road users within the Nigerian sociocultural environment using global standards as an evaluative framework. The selected roads were two Trunk A highways: Calabar-Uyo and Calabar-Ogoja in Cross River State, Nigeria. The study adopts insights from Geosemiotics theory to account for drivers' (mis)interpretation of road signs as influenced by their shared cognitive sociocultural knowledge. The data was generated using participant observation, semi-structured interviews with digital photographs, and field notes in a two-year fieldwork involving 32 drivers who plied the roads regularly. Findings indicate that motorists along the selected roads maintain a consistent road signs culture that contains mixed global and indigenous semiotic components. While certain road signs align with global standards and meanings, others represent index local comprehension derived from Nigerian ethnocultural backgrounds. The localised standards are prominent in warning and informative signs that are characteristically symbolic, iconic, and indexical, and are combined for the dissemination of messages. These mixed practices call for a blended road signs system that attends to the information needs for the safety of both Nigerian indigenous and foreign road users.

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Lenette, Caroline. "Suicide Research with Refugee Communities: The Case for a Qualitative, Sociocultural, and Creative Approach." Social Sciences 12, no. 11 (November 17, 2023): 637. http://dx.doi.org/10.3390/socsci12110637.

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People from refugee backgrounds experience distinctively complex situations pre- and post-resettlement and are at heightened risks of suicide. The bulk of research on refugee suicide and suicidal ideation is based on diagnostic perspectives, biomedical approaches, and quantitative measures. To explore lived experience of suicide among refugee communities in more depth, this review highlights the need for qualitative, creative methods and a different paradigm to conceptualise suicide research from a social and cultural perspective as an alternative to framing and treating suicidality purely as a mental health issue. Situational and lived experience-based knowledge can significantly expand understandings of how to curb the rise in suicidal ideation and reduce suicide risks among refugees. In this context, creative research methods can be excellent tools to uncover the deeply contextual dimensions of suicidality. When interdisciplinary research explores subjective and sociocultural meanings attached to suicidal ideation, there is a greater potential to develop culturally safe supports, which are models attuned to cultural norms as determined by those most affected by lived experience of an issue or problem. Qualitative suicide research using creative methods and grounded in sociocultural knowledge can address the multidimensional and situational factors affecting refugee communities to improve interventions beyond medical framings.

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