The Impact of Maritime Culture Assimilation on the Architecture of Gili Iyang Communities

It was only in 2004 that the European Union, originally composed of Western European countries, began to include the so-called Eastern European countries (Latvia, Lithuania, Slovakia, Slovenia, Estonia, the Czech Republic, Poland, and Hungary), which had transitioned from socialism to democracy. This was followed by Romania and Bulgaria joining in 2007 and Croatia in 2013. The very nature of the European continent, with its diverse peoples, languages, histories, and cultures, has undoubtedly necessitated policies that recognize, acknowledge, and seek to reduce differences as much as possible, with the ultimate goal of uniting them. In particular, the EU member states, which were originally composed of Western European countries, may have been in dire need of policies to bridge the gap with the countries that underwent communism after World War II, as many of them joined the EU in the 2000s. The policy direction of cultural integration with former communist countries aligns with the general trend of European integration. However, it is being promoted in various ways, taking into consideration the special history and situation of these countries. The goal is to provide opportunities for people to understand each other's history and culture, fostering interactions that contribute to overcoming cultural differences and forming strong bonds. In particular, the former communist countries have an economic gap with existing EU member states due to past political and economic changes. The EU is working to provide economic infrastructure and industrial support to these countries, strengthen cooperation, and promote cultural integration with Western European countries. Such directions and policies continue to be promoted for cultural integration between existing EU member states and former communist countries. Examples of these initiatives include the European Capital of Culture project and the Erasmus Program, which aim to foster cultural understanding and integration among future generations through education, ultimately working towards the goal of European integration. In any case, it is clear that the country of 'Croatia' and the city of 'Rijeka,' which gained independence from the former Yugoslavia in 1991 and were not initially recognized by not only European citizens but also the world, seized the opportunity of the European Capital of Culture 2020 project to establish closer communication and cooperation with Europe and the global community. We expect that they will continue progressing on the path of 'integration' while preserving 'cultural diversity' in the future.

<p>With the rapid development of urbanization, modernization, information technology and globalization, cultural patterns are becoming more and more diverse and social groups are becoming more and more atomized. We need to re-examine cultural diversity and think about how education can promote cultural exchange and integration. Based on the concept of multicultural education, this paper analyzes the current situation of cultural diversity in Chinese society from the dimensions of urban and rural areas, nationalities, regions, social classes, gender and globalization. On this basis, it explains several core values of pluralistic and cultural education: achieving equity by teaching tolerance and recognition, reflecting on power relations and knowledge construction, pluralistic unity and cultural integration, and cosmopolitanism in the age of globalization. From the perspective of improving educational policies, it is proposed that cultural diversity should be recognized and recognized in educational policies and practices, and appropriate curriculum power and space should be given. Construct the flexible education policy that puts fairness first and quality equal; with the help of big data and information technology, we can construct accurate and personalized multicultural education.</p>

I was born here . . . How many generations does it take to stop mentioning my origin?- Nadir DendotuneMost contemporary societies are ethnically and culturally diverse. Responding to diversity is a challenge! - for the United States, a nation of immigrants, for post-colonial states of the global south, cobbled together from diverse ethnic groups, and for European nations experiencing mass immigration. Contributors to the current issue address pressing questions about cultural diversity and the dilemmas it poses.1. Multiculturalism and Cultural DiversityRoy Brooks compares three different models for dealing with cultural diversity: cultural assimilation, transculturalism or cosmopolitanism, and or multiculturalism as it is commonly understood. Each of these programs represents an answer to what he holds is the most important question concerning cultural diversity: whose values or perspectives should govern mainstream society when the values or perspectives of diverse groups clash?Cultural assimilation is the classic American doctrine of the melting pot. On this account, Brooks notes, cultural integration is a one-way process, going from majority to minority group. When it comes to socially significant institutions, cultural assimilationists insist that middleclass folkways should prevail. This, he suggests, confronts members of minority groups with a dilemma: cultural assimilation, and the material benefits that go along with it, come at the cost of cultural subordination.Cosmopolitanism, or transculturalism, represents an assimilationist alternative according to which the aim is not cultural hegemony for the dominant group but cultural convergence, with each social group contributing something of value to the new, blended mainstream culture. But cosmopolitanism, Brooks notes, poses a similar dilemma since, on the cosmopolitan model, there is only one, albeit transculturalist, mainstream, which members of some minority groups might find it difficult to embrace.Unlike either of these assimilationist options, the third alternative Brooks considers, multiculturalism or pluralism, holds that there is no one mainstream or cultural canon but rather many mainstreams and cultural canons. Nevertheless, Brooks notes, pluralism is also problematic: to the extent that it preserves cultural identity it threatens cultural balkanization.None of these alternatives is entirely satisfactory because there is no arrangement that will satisfy everyone. While, as Brooks suggests, maintaining distinct cultural identities is important to many Americans, others regard minority identities as inherently oppressive: [W]hiteness is the marker of racial invisibility in America, writes Gary Kamiya, who describes himself as Eurasian, or half- Japanese.White, in other words, means no race, not the master race .... This is, in fact, how most people in America - unless they subscribe to some virulent form of identity politics, whether on the Ku Klux Klan right or the I-am-a-member-of-the-oppressors left - see themselves. White people don't go around feeling white unless they are either racists or have just come out of a corporate diversity consciousness-raising session . . .Having no racial self-identification is a Utopian state because it allows you to escape this malignant mirror. (Kamiya, 2007)In spite of attacks from the right and increasing critical scrutiny by the left, multiculturalism - Brooks's - is still heavily promoted in the U.S. Prima facie it seems to be the view that liberals, who value liberty, should adopt since it frees individuals to maintain their cultural distinctness. Nevertheless, the liberty of one person may impose restrictions on another and satisfying the preferences of multiculturalists may set back the interests of assimilationists who, like Kamiya, prefer not to think of themselves in racial terms at all - particularly members of visible minorities who cannot opt out. …

As one of the most dynamic economic regions in China, the Guangdong -Hong Kong -Macao Greater Bay Area (Greater Bay Area) not only carries the responsibility of economic development, but also plays a pivotal role in cultural exchange and integration. This area brings together the profound heritage of traditional Chinese culture and the diverse foreign Western cultures, forming a unique cultural ecology. However, in the process of cultural integration, it also faces many challenges and opportunities. This paper aims to discuss the current situation, problems and countermeasures of cultural integration in the Greater Bay Area, with a view to providing new ideas for cultural integration in the region.

This research examines the integration of ulos culture in Christian religious education for multicultural communities in Indonesia, by utilizing a Culturally Responsive Pedagogy (CRP) approach. Amid the cultural and religious diversity that exists in Indonesia, Christian religious education is often trapped in a paradigm that does not consider local cultural diversity, such as the ulos culture which is very strong in the life of the Batak people. This culture has spiritual and social values that can enrich the learning of Christianity but is often marginalized in religious education curricula which are more focused on aspects of the teachings and doctrines of the religion itself. This research aims to examine how the ulos culture, which is a symbol of local Batak wisdom, can be integrated into Christian religious education through the CRP approach to create an inclusive learning space that respects cultural diversity. In this research, the author used a qualitative method with a literature study approach. The results of research on the integration of ulos culture in Christian religious education through a culturally responsive pedagogy (CRP) approach recommend a model of Christian religious education that is multidimensional, empowering, transformative, emancipatory, and promotes equality and social justice. It is hoped that this can enrich understanding, experience, and strengthen social ties, especially in a multicultural context.

Cultural diversity has increasingly become a fundamental basis, especially in populated educational institutions where international students strive for cultural adaptability and growth. This study aims to investigate international student cultural experiences with nursing care, challenges, and adaptability and in culturally diverse settings. A qualitative-phenomenological research design was used. The study covers 16 international students’ nurses who participated in the study, using a semi-structured interview guide. The researchers recorded and transcribed the interview using Collaizi’s phenomenological descriptive method. The findings showed that international students’ nurses, aged 19 to 24, primarily encountered challenging moments that stemmed from their cultural competence, a factor that positively impacts their clinical practice. They experienced cultural bilingualism, and this tends to be a feature that unites international students as they accept their differences and embrace their similarities. They embraced the local cultural difference, though it was a challenging moment for the international students. The international students also experienced self-culturation and growth. Critical thinking and problem solving were also important factors for the international students, as they are considered a fundamental basis for dealing with academic issues. The result also revealed that awareness and cultural diversity were the features embraced by the international students. Cultural integration into the educational syllabus can significantly help students deal with cultural diversity, according to the findings. The cultural diversity among international nursing students has presented a challenging moment for them. They experienced a challenging period, grappling with issues related to cultural competence, cultural bilingualism, self-culturation and growth, critical thinking and problem solving, as well as awareness and cultural diversity. The international student nurses who embraced cultural integration into the educational syllabus can significantly help students deal with cultural diversity, according to the findings. Thus it is recommended that the students are required to have a common aim and also to learn how to apply their learning competency skills which they have acquired to solve health problems,that they have to have an effective communication wih their clients in order to have a fair view of how their clients are faing.

Ethnische Vielfalt und Arbeitsmarkterfolg (Ethnic Diversity and Labor Market Success)

Towards an Aesthetics of Navigation

A cultural assimilator is a method of experiential education designed and used to facilitate an individual or group's ability to understand and function in a different cultural context. As the United States began to experience growth in cultural diversity and an increase in day‐to‐day contact among individuals from different cultural backgrounds, Fielder, determined it would be important to expose individuals from one culture to the values, attitudes, and behaviors of other cultures. The method developed to facilitate this learning experience is known as the cultural assimilator. A well known technique in cross‐cultural psychology, the cultural assimilator assesses an individual's awareness and knowledge of cultural differences. The cultural assimilator also provides an assessment of the extent to which an individual understands the impact of operating in an unfamiliar cultural context. Cultural assimilators vary in design and usefulness.

Access to Nature Improves Well-Being

In the European and British context, the much referred to concept of ‘cultural diversity’ and its equivalent in French and German is often evoked as complementary to, a synonym for, or an advance on, the similarly omnipresent term ‘multiculturalism’. This is mainly due to shifts in the perception of ethnically-marked difference in the postwar period. Particularly in the British context, these shifts were characterized by moving from a policy approach based on support for ‘ethnic minority’ cultures to multiculturalism, and then most recently to cultural diversity (Bennett, 2001: 58–9) In many different contexts, where metropolitan (as well as national and European) cultural policy engages with the relationship between people of different cultural backgrounds in European cities, cultural diversity seems to suggest a progressive, anti-discrimination agenda. However, when examined in more detail within the linguistic and pragmatic context of policy documentation and political debate, ‘cultural diversity’ becomes ambiguous, difficult to pin down, as well as contradictory. Whereas ‘multiculturalism’ discourses explicitly thematize questions of cultural coexistence or integration, and have been met with highly politicized support, critique or rejection, cultural diversity discourses are more fluid in their implications, and more in need of contextualizing within their respective political and cultural environments. Drawing upon key policy documents and political discussion produced at the European, national and metropolitan levels, we will explore in detail some of the linguistic and pragmatic contexts of cultural diversity and the semantic fields within which the term acquires its significance. Our aim is to examine the extent to which the multiple meanings of cultural diversity across the different levels and layers of policy and public debate in European nations, disguise or even potentially hinder and misdirect the discussion about greater transnational coexistence, which the earlier debates about multiculturalism had begun. Our critique is not intended as a defence of multiculturalism insofar as this has come to mean ‘a carnival of nations within nations’, but rather as a critique and clarification of the shifting term of ‘cultural diversity’.

Assessment of healthcare buildings in terms of spatial requirements in disaster cases together with healthcare professionals: Adana city hospital emergency department during the Covid-19 pandemic

PurposeAn increasing number of Chinese enterprises are involved in cross-border mergers and acquisitions (M&As). However, few Chinese enterprises have achieved successful integration, which plays a critical role in enhancing performance. The important field of cultural integration is currently facing major challenges. To identify the reasons for these challenges, studies have analyzed why cultural integration succeeds or fails and have suggested that cultural differences between acquiring and acquired enterprises are the primary obstacles to cultural integration. However, it is unclear how success can be achieved. The paper aims to focus on cultural integration from the perspective of acculturation to describe the penetration of cultural elements in M&As.Design/methodology/approachIn adopting acculturation as our theoretical lens, the authors use the case study method to answer the following research question: “how can the cultural integration of Chinese enterprises be successfully achieved?” Two typical cases are examined: Lenovo’s cultural integration with IBM’s personal computer (PC) division and Haier’s cultural integration with Sanyo home appliance. First, using the exploratory case study method, the Lenovo–IBM PC division case is analyzed. The characteristics and relationships between cultural environments, employee adoption methods and acculturation patterns are summarized to reveal a cultural integration path. Second, the Haier–Sanyo home appliance case is analyzed using the confirmative case study method to test the findings of the Lenovo–IBM PC division case.FindingsThe results indicate that it is critical to achieve a dynamic fit between cultural environments, employee adoption methods and acculturation patterns during each stage of cultural integration (exploration, experimentation, reinforcement and fixing). The three constructs of these stages reflect the following evolutionary paths: “isolate-introduce-learning-chance taking”, “detecting-icebreaking-interacting-remodeling” and “specialized sections-senior managers-managers-employees”.Originality/valueThese findings contribute to the development of cultural integration and acculturation theories and serve as a reference for Chinese enterprises wishing to implement cultural integration strategies.

This study examines the challenges faced by Target Corporation in digital transformation, cultural integration, and workforce diversity and inclusion. By integrating Lewin's Three-Step Model and Prosci's ADKAR model, this research provides a comprehensive analysis and proposes viable solutions. The executive summary introduces the case and its significance, while the findings section outlines the challenges, specific problems, and potential solutions. Theoretical frameworks are applied to enhance understanding of their practical relevance. Discussions cover effective model implementation, HRM alignment with diversity goals, and a robust change management plan. The study concludes with recommendations and an action plan, blending theory with practicality to offer a roadmap for addressing organizational behaviour complexities. Keyword(s): Digital Transformation, Change Management, Cultural Integration, Workforce Diversity, Inclusion, Lewin's Three-Step Model, ADKAR Model, Organizational Behaviour, Employee Engagement, Human Resource Management, Organizational Citizenship Behaviour, Technology Adoption, Diversity and Inclusion Initiatives, Change Management Models, Cultural Diversity

Many invasive non-native species gradually become embedded within local cultures. Such species can increasingly be perceived by society as familiar or even native elements of the social-ecological system and become an integral part of local cultures. Here, we explore this phenomenon and refer to it as the cultural integration of invasive species. Although culturally integrated species can positively contribute to people’s lives and well-being, and provide new or lost ecosystem services, their acceptance can also hinder the ability of conservation managers to successfully manage invasive species by reducing public support for their management. Cultural integration can infringe upon social values and cultural identities, and contribute to the erosion and homogenization of biocultural diversity. It can also modify or displace the cultural uses and values of native species, and may disrupt social-ecological legacies and dynamics. We present the main mechanisms of cultural integration, its drivers and major implications, and provide key recommendations for the management and conservation of biological and cultural diversity.