Appreciation Of Diversity Research Articles

Influências do Ensino Médio nas perspectivas de futuro de seus estudantes

O presente estudo objetivou conhecer a percepção que os estudantes do Ensino Médio de Uberlândia, MG possuem sobre a influência da escola em suas vidas. O estudo foi realizado em sete escolas, com 1.040 alunos de todos os três níveis de seriação do Ensino Médio. Para a maioria dos alunos entrevistados a escola representa algum tipo de “mudança” positiva e, para muitos, a única finalidade da escola é melhorar as possibilidades de empregabilidade. Por outro lado, muitos demonstram estarem mais conscientes da importância das relações interpessoais, da valorização das diferenças e da diversidade cultural, e querem ter mais voz e espaços no processo educativo. Os jovens estão ansiosos por uma escola que lhes proporcione chances mínimas de trabalho e que se relacione com suas experiências presentes.

The Impact of a Cultural Immersion Study Abroad Experience in Traditional Chinese Medicine.

Study abroad programs have increased dramatically. Most programs are short-term and include a cultural immersion as well as classroom and/or service learning. In this article, the authors discuss a study abroad program to China that included cultural immersion and classroom learning specific to traditional Chinese medicine. Participants kept journals with specific writing assignments and reflections about their experiences during the trip. At the conclusion of the trip, a qualitative survey was administered to the participants. Outcomes included the benefits of cultural immersion and a greater appreciation of cultural diversity, complementary and alternative medicine and holistic health care. Participants were able to describe transformational experiences of living in and learning from the Chinese culture and peoples. They intended to incorporate their experiences and enhanced understanding of traditional Chinese medicine and complementary and alternative therapies to provide culturally competent holistic health care in their nursing practice.

Reaping rewards of self-awareness

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Self-awareness was positively associated with job-related well-being and was improved by training. Employees reported gaining a greater appreciation of diversity, improved communication with colleagues and increased confidence. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Exploring diversity through dialogue: avowed and ascribed identities

Courses: Intercultural Communication, Conflict and Communication, Interpersonal CommunicationObjectives: After completing this single-class activity, students should be able to (1) differentiate between the avowed versus ascribed dimensions of cultural identity construction; (2) articulate the contested nature of cultural identity, including how cultural stereotypes guide perceptions of the Other; and (3) demonstrate tolerance through active and supportive listening to facilitate a nuanced appreciation of cultural diversity.

Informal mentoring for lesbian, gay, bisexual, and transgender students

ABSTRACTThe authors identified the process that 10 lesbian, gay, bisexual, and transgender (LGBT) high school students used to establish an informal adult-mentor relationship with a school personnel member. Five major themes emerged: (a) how LGBT students determined whether this person would be a safe mentor, (b) a listing of the important qualities of LGBT mentors, (c) a description of the process LGBT students used to approach possible mentors, (d) how the mentor relationship was beneficial to LGBT students, and (e) why the relationship was different from their parental relationships. The results revealed that LGBT students were cautious in identifying a potential school personnel mentor because they were concerned about mentor acceptance. Participants looked for mentors to have qualities of independent thinking, liberal political views, genuine interest in the student's life, helping with student career development, and a commitment to bullying prevention. School personnel who are interested in being a mentor to LGBT students can demonstrate an appreciation of diversity by including normalized talk of sexual diversity in conversations or lessons, and making their classroom a safe for LGBT students before, during, and after school.

Development of a clinical sport projective assessment method: the Athlete Apperception Technique (AAT)

Within the field of applied sport psychology, there is an increasing appreciation for diversity of training models, research methodologies, and therapeutic approaches. For example, psychodynamic formulations and interpretations have begun to appear more frequently in the sport psychology literature. In keeping with emerging psychodynamic viewpoints, we believe the time is right to introduce a qualitative sport-specific projective instrument: the Athlete Apperception Technique (AAT). The AAT represents a new technique based on psychodynamic theory and established projective test construction principles. It was designed primarily as a clinical tool for practitioners and not as an instrument for quantitative research into personality. It does, however, have potential research applications, especially in clinical sport case study research and narrative analysis investigations. The AAT produces an idiographic understanding of athletes’ characteristics, anxieties, and motivations (both conscious and unconscious). We briefly review the literature on the development of projective techniques, explain the rationale underlying the development of the AAT, and present three sequential studies to explain the AAT image selection procedures that led to the final product.

Editorial introductions from the Managing Editor and Issue Editor

The “First words” section of this issue of Review & Expositor begins with a word on “Liberty of conscience and emancipation,” by Raffaele Volpe, President of the Italian Baptist Union. Volpe argues that contemporary challenges call for a Baptist identity that holds in dialectic tension “the individual and the community, diversity and unity, particularity and universality.” Warren C. (Cal) Robertson assesses one of the newest translations of the Bible, the Common English Bible (CEB). The translators, Robertson concludes, have largely succeeded in their aim “to combine accuracy of translation ... with accessibility and clarity of expression.” Deborah E. Scott contributed the seminarian’s perspective to this issue, a reflection on the importance of scholarly preparation and humility for ministry. She argues, however, that “love matters most,” supporting the assertion with an example drawn from her personal experience involving a pair of socks. In oblique fashion, these “First words” enrich the central focus of this issue. An appreciation for diversity, the need to be accessible, and the power of love expressed through a lowly pair of socks can strengthen ministry to people with disabilities. “So Near, Yet So Far” was the title of one of the first sermons I preached as the young Protestant Chaplain at the Newark State School in upstate New York about thirty miles from Rochester. It was not a sermon in one of the services at that center—one of the old hellhole institutions that had expanded rapidly in the age of eugenics at the beginning of the 20th century. The name of the institution in that period had been a more accurate reflection of its origins: Newark State School for Feeble Minded Women of Child Bearing Age. When I arrived, it was coed, and there were 1400 hundred people in the space that had once held 5000. My sermons there in multiple services around the campus soon focused on the two key spiritual needs in the face of almost overwhelming disconnection from families and communities: creating a sense of belonging to the people of God and a sense of celebrating individual gifts and spirits. The sermon title reflected my own upbringing as a Southern Baptist missionary kid in Nigeria, where my father was a medical doctor. When we were in the States, I accompanied my parents to multiple congregations and Sunday night services or Wednesday prayer meetings where he spoke about “foreign missions.” Newark State School was a paradox, so very near to the world of “normal” congregations but so very far in terms of psychological and spiritual distance. I felt somewhat like a

Building Community Capacity and Fostering Disaster Resilience.

To describe, within an ecologically grounded framework, key principles, and recommendations for community-level intervention to build community capacity and promote disaster resilience. Using an ecological framework, this article describes community resilience and related constructs and key principles for community-level disaster preparedness and response. Current research suggests the importance of focusing on bolstering resources that promote wellness and facilitate individual and community resilience in the face of disaster. We advocate for using an ecological framework grounded in such values as collaboration, social justice, empowerment, and an appreciation of diversity to guide disaster work with communities. We highlight the need to: (a) focus on building community-specific capacity for disaster preparedness, response, and recovery; (b) emphasize increasing the capacity and supportive potential of community members' natural settings to promote wellness; (c) address power and resource inequities; and (d) enhance capacity to ensure contextually and culturally appropriate structures, methods, and interventions.

South Korea’s National Identity Crisis in the Face of Emerging Multiculturalism

The article will address the challenge faced by the government of the Republic of Korea to incorporate the 1.57 million foreign-born residents into its social, economic, and political landscape. These new residents and citizens include ethnic Koreans raised abroad, North Korean migrants/defectors, Southeast Asian migrant workers and marriage migrants, Central Asians, North Americans, and others. The author concludes that the government should continue to help shape what it means to be Korean in the 21st century through tolerance, understanding, and appreciation of cultural and ethnic diversity.

Homework in Primary School: Could It Be Made More Child-Friendly?

Homework plays a crucial role in the childhood environment. Teachers argue that homework is important for learning both school subjects and a good work ethic. Hattie (2013, p.39) references 116 studies from around the world which show that homework has almost no effect on children’s learning at primary school. Some studies have also found little effect on the development of a good work ethic or that homework may be counterproductive as children develop strategies to get away with doing as little as possible, experience physical and emotional fatigue, and lose interest in school (Cooper, 1989; Klette, 2007; Kohn, 2010). The present article argues that the practice of homework in Norwegian primary schools potentially threatens the quality of childhood, using Befring’s (2012) five indicators of quality. These indicators are: (1) good and close relationships, (2) appreciation of diversity and variety, (3) development of interest and an optimistic future outlook, (4) caution with regards to risks, and (5) measures to counteract the reproduction of social differences. The analysis builds on empirical data from in-depth interviews with 37 teachers and document analysis of 107 weekly plans from 15 different schools. The results show that the practice of homework potentially threatens the quality of childhood in all five indicators. The findings suggest that there is a need for teachers to rethink the practice of homework in primary schools to protect the value and quality of childhood.

Istorinės ir politinės daugiakultūrinio pilietiškumo ugdymo ir mokytojų rengimo poreikio priežastys – Turkijos ir Europos Sąjungos atvejis

Citizenship education, with its focus on equality, human rights and social justice for all, has become one of the central instruments for improving civic knowledge among world citizens and for supporting the development of more democratic states based on the rule of law. Like many other nations, the Turkish Republic, a country in negotiation with the European Union for possible membership, has placed great emphasis on citizenship education since the time of its foundation. This study takes on the question of whether Turkey provides adequate citizenship education as it is understood in and framed by the European Union’s education and training strategic plan, known as Education and Training 2020 – particularly in light of its focus on promoting multiculturalism and appreciation for diversity in an increasingly heterogeneous society. To this end, the study first provides some background information on the general status of citizenship education in Europe. This is followed by a description of the current framework as it is implemented in Turkey, which has historically included a homogenizing aspect, stressing unity rather than diversity. Finally, some recommendations are made concerning why Turkey needs further development in terms of a multicultural perspective on citizenship education, including the education of multiculturally competent teachers. DOI: http://dx.doi.org/10.7220/2335-2027.9.1

Internationalising the psychology curriculum: Preliminary notes on conception and assessment of anticipated benefits

Advocates for internationalisation of the undergraduate psychology curriculum anticipate a variety of beneficial outcomes strongly associated with forms of intellectual growth – including critical thinking, appreciation for diversity, and global awareness – that are the defining purpose of a university education. As a prelude to an intervention to internationalise an introductory psychology course, we examined relationships between measures of these anticipated benefits in an online survey of 107 undergraduate students enrolled in an introductory psychology course at a public research university in the US. Results indicated moderately strong relationships among measures of anticipated benefits of internationalisation but little relationship with conventional measures of academic performance. These results raise doubts about any necessary connection between anticipated benefits of internationalisation and conventional understandings of educational success. Accordingly, results motivate greater reflection among both proponents of internationalisation and psychologists in general about the learning outcomes that inform conventional approaches to undergraduate education in psychology.

Sexual self-determination in Cuba: The epistemic decolonial turn

The term ‘sexual self-determination’ has become a keyword for the project of sexual emancipation and the appreciation of sexual diversities in Cuba. Sexual self-determination, as a human right, allows for each individual to define his or her own orientation, condition and gender identity without the stigmatization proposed by psychiatric pathology. At the same time, the principle opens up the possibility for professionals in the fields of health and sciences to deliver care and attention within a new ethical framework. Sex education, as established by the country’s feminist movement, is considered to be the means by which this new framework has been shaped in social policy. This article uses the concept of decolonial/border thinking and the epistemic decolonial turn in order to explain current changes being made in Cuban society concerning sexual diversities and identities, and the challenges these pose for global conceptions of health, ethics and human rights.

Meta-Synthesizing Qualitative Research in Information Systems

The beauty of qualitative research is in its appreciation of context, pluralism and diversity. However, this appreciation creates a problem; the results from such studies are often dissonant or appear to be disconnected. On the other hand, there is a growing acceptance and appeal for the rich insights gained from qualitative studies in Information Systems. In this paper, we propose the Qualitative Meta-Synthesis as a credible method to create substantive Information Systems theories from qualitative studies. We reflect on how Qualitative Meta-Synthesis has been used in other fields before proposing a set of guidelines. The paper makes a contribution to practice and theory. To theory, the paper offers emergent fields in Information Systems, especially those that depend a great deal on qualitative research (such as community informatics, e-government and ICT for development) a tool with which to create micro-, meso- and macro- level theories. For practice, the paper offers an approach that could assist policy makers to make sense of the dissonant findings from qualitative studies towards the creation of policy.

A longitudinal, mixed method evaluation of self-awareness training in the workplace

Purpose– The purpose of this study is to investigate whether self-awareness, which is associated with general well-being and positive life outcomes, is also of specific benefit in the workplace. The authors tested the relationship between self-awareness and job-related well-being, and evaluated two different interventions designed to improve dispositional self-awareness at work.Design/methodology/approach– Full-time employees took part in these training interventions and completed questionnaires using a switching-replications design. Questionnaires measured dispositional self-attentiveness (reflection and rumination) and job well-being (satisfaction, enthusiasm and contentment) at three time points over a period of six weeks. Statistical analyses were complemented with qualitative analysis of reported impacts.Findings– Self-awareness was positively associated with job-related well-being and was improved by training. Employees reported gaining a greater appreciation of diversity, improved communication with colleagues and increased confidence.Research limitations/implications– Sample size limited the extent to which the relatively weak relationships between the concepts could be identified.Practical implications– Self-awareness is demonstrated to be of value at work, associated with higher well-being and improvements in several positive occupational outcomes. The self-awareness training is more likely to result in active work-based improvements than in reflective changes.Originality/value– Dispositional self-awareness is shown to be subject to change through training. The study demonstrates the value of self-awareness at work and identifies a range of related work outcomes.

Sylvain Trepanier, DNP, RN, CENP

It is always great when an opportunity for nurse leaders to learn from others in the field presents itself, and this issue of Nurse Leader is no exception. Born and raised in Montreal, Canada, Sylvain Trepanier, DNP, RN, CENP began his nursing career in the United States as a clinical nurse at Bayonet Point Regional Medical Center in Florida. We are all fortunate to have this former "travel nurse" actively guide his career trajectory to being an accomplished nurse leader in this country! Dr. Trepanier is a talented nursing executive, with expertise in leadership, quality improvement, succession planning, nurse leader mentoring, organizational transformation, system standardization, and nursing research. His current position is in the inaugural position of system vice-president for Premier Health based in Dayton, Ohio.

Profesorado y saberes histórico-educativos mapuche en la enseñanza de historia

Recibido 20 de noviembre de 2014 • Corregido 7 de julio de 2015 • Aceptado 31 de julio de 2015El artículo presenta los resultados de una investigación que tuvo como objetivo develar las significaciones docentes respecto de los saberes histórico-educativos mapuche y su incorporación como conocimiento educativo en la historia escolar. Los sujetos de investigación fueron profesores de historia que se desempeñan en Liceos de la provincia de Arauco, cuyos estudiantes pertenecen mayoritariamente a la identidad territorial mapuche-lafkenche. El estudio se realizó desde la metodología cualitativa, con un diseño de estudio de casos, utilizándose como técnica de recogida de información la entrevista semiestructurada y el método fenomenológico para el análisis de los datos y concentración de los significados. Los resultados evidencian significaciones comunes en la atribución de una alta relevancia al conocimiento cultural mapuche como saber escolar, en la manifestación de un escaso conocimiento de los saberes histórico-educativos mapuche, además de la ausencia de un trabajo pedagógico con estos saberes en la enseñanza de la historia. Se concluye que, no obstante los discursos de reconocimiento y valoración de la diversidad cultural, de los derechos educativos y culturales indígenas, la historia escolar en contexto interétnico propone y promueve unos conocimientos culturales eurocéntricos que reproducen el tradicional discurso pedagógico de la historia.

Cultural and Organisational Diversity Evaluation (CODE)

Purpose– This paper aims to present the Cultural and Organisational Diversity Evaluation (CODE) model and its subsequent electronic tool, aiming to assess the cultural fit of global partners.Design/methodology/approach– The study is a longitudinal study for gaining profound insights into cultural differences and for increasing understanding of human dynamics influencing the success of global relationships. A multi-method including overlapping qualitative and quantitative research methodology was used comprising interviews, observations and questionnaires.Findings– Incorporating cultural knowledge and understanding of the specific context of the partners in global transactions was found to bring added value to global partners. The results of the pilot studies suggest that increased appreciation and awareness of cultural diversity in global transactions are important factors for achieving harmonised distributed collaboration. Such awareness, also called cultural intelligence, can be reached by using a customised assessment tool that evaluates the particularities of the partners.Research limitations/implications– The conceptual CODE model has so far only been piloted in a few cases in a longitudinal study and is not a commercial tool.Practical implications– Raising awareness of cultural concerns is important for organisations that are involved in global transactions to improve communication, mutual understanding and effectivity. The CODE assesses the cultural fit of partners in a global context.Social implications– Organisations involved in global transactions would benefit from understanding the culture of partners for improved effectiveness.Originality/value– The CODE model, an instrument for assessing the fit between organisational and national culture, is a novel model developed by the authors.

Teaching Conflict Resolution through General Education at University: Preparing Students to Prevent or Resolve Conflicts in a Pluralistic Society

This research stems from an appreciation of ethnic diversity among university students, and the awareness thatdifferences can result in verbal or physical conflicts. University lecturers have an important role to play inhelping prevent and resolve student conflicts. Hence, they are required to create a climate conducive to teachingand learning, where what is taught has meaning in the student’s life. In the present research, we focused on“Civic Education”- a course meant to create awareness among students on the importance of nationalism,national identity and peaciful living within society from the Indonesian perspective. To establish how universityeducation can help to develop students into good conflict managers and to understand how they can solvedisputes arising from the differences in opinion, this research was carried out in two stages: the first stageinvolved preliminary information gathering with a view to designing a model for teaching conflict resolution.While the second stage was the implementation phase of the conflict resolution teaching model. The modelentailed discussions, practical problem solving skills, and role-playing. The activities carried out comprised ofreviewing the literature and course syllabus, collecting information, administering questionnaires, carrying outinterviews and finally formulating the model. The interviews were conducted at the campuses of universitiesprone to conflicts. The researchers employed a qualitative research approach, with the help of a case studymethod. Data collection techniques comprised of questionnaires, interviews, observations, and documentanalysis. The findings revealed that: 1) Lecturers lack knowledge and skills concerning conflict resolution andprevention among students; and 2) It was established that the implementation of the conflict resolution modelhas not been effective among students. Because they do not understand the stages involved in a peaceful conflictresolution or prevention process.

Education about Diverse Religions and Worldviews, Social Inclusion and Countering Extremism: Lessons for the Australian Curriculum

Since the turn of the twenty-first century, the so-called ‘religion in schools debate’ has generated a significant amount of controversy in Australia and arguably impeded progress in both research and education about diverse religions and non-religious worldviews (ERW). This article focuses on the recently released Review of the Australian Curriculum – Final Report and examines why there has been such strong resistance to learning from international best practices in implementing ERW programmes in Australia. It presents an analysis of the Review’s findings, in light of these advances, notably the recently released Signposts: Policy and Practice for Teaching about Religions and Non-religious Worldviews in Intercultural Education document published by the Council of Europe. Finally, this article argues that for the Australian Curriculum to be genuinely ‘world class’, and for it to promote an appreciation of religious diversity, it needs to include ERW as a separate subject or across the national Curriculum, drawing on Australian and international research and policies in this field to develop curricula and resources that are appropriate for the Australian context.