Cultural Context Research Articles (Page 1)

This article investigates the cinematic adaptation of Mircea Eliade’s prose in three Romanian films: Miss Christina (1992, director Viorel Sergovici; 2013, director Alexandru Maftei), I am Adam! (1996, dir. Dan Pița) and The Snake (1996, director Viorel Sergovici). Eliade’s literary work is deeply infused with mythological structures, reflections on the sacred and profane, and metaphysical inquiries of human existence. These characteristics render his narrative both captivating and complex for cinematic interpretation, as filmmakers face the challenge of converting symbolic, abstract, and frequently philosophical prose into a format that depends on visual and auditory elements. The research begins with the assertion that Eliade’s works should not be assessed merely on the basis of fidelity, but rather as interpretive endeavours that re-mediate and re-contextualize literature for diverse audiences, eras and cultural contexts. The article employs an interdisciplinary approach grounded in five major theoretical frameworks within adaptation studies. The foundation for examining the interplay between narrative, medium, and audience reception during the transition from prose to film is established by Linda Hutcheon’s adaptation theory (2006). To interpret visual metaphors, cultural codes, and the dialogic aspect of adaptation, Robert Stam’s intertextual and semiotic model (2005) is employed. The discourse on fragmentation, nonlinearity, and ontological instability in cinematic portrayals of Eliade’s mythic time is directed by Gordon Slethaug’s postmodern perspective (2014). Alex Piñar’s methodological view (2019), which encompasses textual, contextual, and interdisciplinary elements, provides a robust framework for the comparative case studies. Lastly, Deborah Cartmell’s pedagogical and cultural lens (2005) sheds light on how adaptation functions as a means of cultural transmission, influenced by national identity, historical trauma and ideological transformation. Through close readings of the films, this article tries to identify significant adaptive techniques. In Miss Christina, both Sergovici (1992) and Maftei (2013) contend with Eliade’s fusion of Ghotic ambiance, eroticism and myth; however, Maftei’s interpretation places a stronger focus on trauma, memory and gendered violence, thereby situating the film within the larger cultural discussion of the post-communist era. Conversely, I am Adam! (1996) poses a distinct challenge as Pița weaves together various Eliade narratives into a mosaic format, emphasizing themes of identity, exile, and metaphysical duality. The disjointed narrative underscores Eliade’s preoccupation with the fluidity of reality and the boundaries between the sacred and the profane, while also mirroring the confusion experienced by Romania in the 1990s. In The Snake (1996), Sergovici transforms Eliade’s allegorical narrative into a cinematic parable exploring temptation, illusion, and moral complexity. By utilizing surreal visuals and symbolic duality, the film highlights psychological and spiritual disorientation, providing a reflection on freedom and limitation in a society transitioning from authoritarian rule. The comparative analysis indicates that these adaptations serve not only as retellings but also as cultural re-mediations that engage with collective identity, memory, and national trauma. While Miss Christina (1992, 2013) emphasizes themes of gender, desire and intergenerational conflict, I am Adam! (1996) prioritizes the concepts of confusion and ontological uncertainty, and The Snake (1996) provides a more allegorical exploration of temptation and freedom. Collectively, these films demonstrate the variety of strategies that can be employed to translate Eliade’s mythic universe into the language of cinema. In conclusion, the article illustrates that adaptation theory offers essential frameworks for comprehending the ways in which Eliade’s literary works have been reinterpreted in Romanian cinema. By placing these films within the context of theoretical discussion and cultural history, the research contends that Eliade’s cinematic adaptations are valuable not only as artistic reinterpretations but also as cultural artifacts that embody Romania’s process of identity negotiation during the late and post-communist periods.

Purpose While urban planning research has examined how the built environment shapes crime patterns, less attention has been paid to its influence on fear of crime (FOC) at the micro-neighborhood scale, particularly in non-Western contexts. This study explores FOC in high mixed land-use areas in As-Salt City, Jordan, where such research is limited. Design/methodology/approach An exploratory mixed-methods approach focused on two high mixed-use streets with elevated crime rates: Lower Prince Hamza Street at Wadi Al Halabi and Prince Hasan Bin Talal Street at Al Jada’a. Data collection combined questionnaires, semi-structured interviews and participatory mapping to measure FOC, familiarity and the specific land uses that evoke fear. Findings Previous victimization had minimal impact on FOC, whereas familiarity with an area significantly reduced it. Higher FOC was associated with locations of dense pedestrian activity – particularly near cosmetic stores, car-related businesses and restaurants/cafés – and with environments dominated by unfamiliar individuals or predominantly male groups. These patterns call for gender-sensitive, community-informed safety planning that addresses the social effects of land-use clustering and pedestrian flows in mixed-use zones. Research limitations/implications Findings are context-specific to As-Salt and may not generalize to other settings, yet they highlight the value of integrating community perceptions into urban safety strategies. Future research should test these patterns in diverse cultural and spatial contexts using longitudinal and comparative methods. Originality/value By combining spatial analysis with participatory mapping, this study provides new evidence on FOC in a non-Western city, offering practical insights for planners and policymakers to mitigate perceived risks linked to specific land uses.

This study investigates the moderating role of local culture in the relationship between financial inclusion and the financial performance of Small and Medium-Sized Enterprises (SMEs) in Manyu Division, Cameroon. A survey was conducted on a sample of 330 SMEs in Manyu Division, Cameroon. Questionnaires were used to collect data, which were then analyzed using the SEM-PLS technique. The research findings show that, although financial services do not have a statistically significant effect, other results indicate a beneficial effect on financial performance. Additionally, local culture was found to strengthen this relationship. With the moderation of local culture, the path coefficient value is 0.319, and the significance value is 0.010. culture strengthens the interaction between financial service quality and the financial performance of SMEs in Manyu Division, with a significant value of 0.048, which is less than 0.05. Therefore, the test result shows that the nature of culture moderation is quasi-moderation, as both the direct effect coefficient (0.048) and the moderation effect coefficient (0.010) are less than 0.05. The study supports the Resource-Based Theory as a theoretical contribution, making it relevant in reducing barriers to the growth of SMEs. The relevance of this article lies in providing new insights from the perspective of users, namely SMEs, whose numbers are still relatively small, particularly in terms of utilizing unique local genius values to enhance the interaction between financial inclusion and SMEs’ financial performance. The study’s insights contribute to the financial inclusion literature by highlighting the critical role of culture in shaping the financial performance outcomes of SMEs. The findings have implications for policy makers, financial institutions, and SMEs seeking to enhance financial performance through inclusive financial services tailored to cultural context.

Colorectal cancer is the third leading cause of cancer-related deaths worldwide. Its incidence has been rising in Africa due to urbanization and changing lifestyles. In Ethiopia, the lack of early diagnosis and specialized care places an additional burden on patients. Ostomy surgery, commonly used to manage advanced cases of colorectal cancer, significantly affects patients' quality of life. Despite the well-documented challenges, there is a limited number of studies investigating the experiences of Ethiopian colorectal cancer patients and their caregivers. This study aims to explore the impact of living with an ostomy on both patients and their caregivers. The qualitative descriptive study with a phenomenological approach was conducted from February to May 2024 at St. Paulo Comprehensive Specialized Hospital, Ethiopia. Purposive sampling was used to recruit adult colorectal cancer patients with ostomies and their caregivers. In-depth individual and shared interviews were conducted using a semi-structured guide. Data quality assurance was maintained and analyzed using thematic analysis guided by family systems theory. A total of 28 participants (14 patients and 14 caregivers) were included in the study. Thematic analysis identified seven themes across three domains. From the patients' perspective, three themes emerged: psychological burden (altered self-image and confidence and sense of insecurity), daily challenges (routine care obstacles and lifestyle restrictions), and social detachment (self-stigmatization, self-imposed isolation, and identity loss). Caregivers highlighted two themes: role redefinition (practical challenges and loss of personal freedom) and caregiving burden (work-life balance and financial strain). Additionally, shared interviews with patients and caregivers revealed two further themes: challenges in communication (avoidance of difficult conversations and intimacy dynamics) and boundary negotiation (decision-making tension and evolving responsibilities). The current study described the experience of colorectal cancer patients with ostomies and their caregivers within a family systems theory framework while revealing cultural factors such as social detachment, identity loss, and self-imposed isolation. The findings call for culturally sensitive interventions that address both emotional and social challenges. It emphasizes the need for support systems that encourage social reengagement and open communication, with a focus on holistic care that considers cultural context.

ABSTRACT This paper examines the interplay between creativity and peace education and proposes that the creative mind serves as a pivotal resource for fostering peace and social cohesion. It highlights the importance of creativity in conflict resolution with emphasis on its role in reimagining conflicts not as obstacles, but as opportunities for transformative dialogue and innovative solutions. The study uses a trans-rational and narrative-based approach to discuss various creative methodologies such as storytelling and artistic expression. They act as vital tools for promoting resilient and nonviolent communication within educational settings. The findings indicate that a creative mindset improves cognitive and emotional adaptability which are essential for dealing with complexity in conflict scenarios. Future research directions could consider empirical studies on the long-term impacts of creative methodologies in peace education, mainly in diverse cultural and socio-political contexts. Interdisciplinary research integrating neuroscience, psychology and peace studies could be explored to provide deeper insights into creative engagement, conflict perception and resolution. Digital and virtual spaces and their influence over creative peace practices could also offer new avenues of research in an increasingly interconnected world.

ABSTRACT Religious attribution is a commonly observed form of attribution that is made by nearly every believer, stemming from the inherent need to explain and derive meaning from life events. It is clear that there is a requirement for a dependable and valid scale to assess religious attribution within Turkish Muslim culture. The Religious Attribution Scale (RAS) was recently developed in Indonesia and then adapted to American society. The purpose of this study is to adapt the RAS to the Turkish-Muslim culture. For this purpose, the linguistic equivalence study (N = 34), a pilot study (N = 156), and a main study (N = 320) were conducted. The research findings reveal significant variations in the distribution of the RAS items into sub-factors compared to the original structure. The findings also indicate that individuals from various cultural contexts exhibit dissimilar perceptions and interpretations of the religious attribution phenomenon.

Purpose To establish quality assurance frameworks for clinical supervision in teacher education, this study explored how clinical supervisors experienced and made meaning of their evolving roles in current teacher-education programs. Substantial changes in teacher education have had a significant impact on the roles of clinical supervision. The purpose of this study was to understand supervisors’ lived experiences as they navigated professional challenges and uncertainties, focusing specifically on the relationship-building strategies they had developed to manage complex interpersonal dynamics within shifting educational contexts. Design/methodology/approach Using a personal incident self-reporting tool, eight supervisors who oversaw preservice teachers’ practicum experiences reflected on significant challenges in their work. They revealed strategies for managing complex relationships among themselves as a group and with preservice teachers and mentoring teachers. Findings Analysis of these narratives revealed three main themes, highlighting the importance of building and maintaining meaningful interpersonal relationships for navigating role uncertainties. Viewed through social space theory, the findings demonstrate how intentional relationship-building and supportive social spaces enabled supervisors to address challenges related to uncertainty. Supervisors demonstrated adaptability by mediating different perspectives, balancing assertive communication with rapport-building, exercising self-awareness and consulting with colleagues. Research limitations/implications The current study had several limitations inherent to qualitative action research. First, while the participatory nature enabled deep insights into supervisors’ experiences, it also meant that participants were both researchers and subjects, potentially influencing their reflective processes. Second, the study focused on a specific group of preservice teachers supervisors within one teacher education program, meaning the findings represent experiences within this particular educational and cultural context. Third, as with most qualitative studies, the findings represent a snapshot of experiences during a specific period, suggesting that longitudinal research could provide additional insights into how relationship-building strategies develop over time. Practical implications Teacher-education programs that emphasize the relational aspects of clinical supervision and promote adaptive leadership in times of uncertainty can nurture resilient and effective supervisors who can navigate the changing educational landscape. Thus, designing responsive teacher-education programs can effectively prepare future educators for classroom realities while successfully managing the challenges of change. Social implications By emphasizing relationship-building as central to effective clinical supervision, this study offers a framework for addressing persistent challenges in teacher preparation and retention. The relationship-based approach promotes adaptive leadership that can help preservice teachers navigate socially complex educational environments, particularly those involving students from diverse backgrounds. When supervisors model relationship-building skills through their interactions with principals, mentor teachers and preservice teachers, they create inclusive educational spaces that foster belonging and professional growth. This approach ultimately contributes to developing educators who are better equipped to build supportive classroom communities and address social inequities in educational settings. Originality/value The study provides key insights for supporting clinical supervisors in teacher-education programs. Recommendations include structured training in relationship-building and uncertainty management, developing supportive networks for reflection and collective learning and establishing clear protocols for setting professional boundaries.

Purpose This study aims to investigate the determinants of green smart home appliances (Green-SHAs) adoption among elderly residents in urban Pakistan. Using the unified theory of acceptance and use of technology (UTAUT) framework, this research examines the key factors influencing their behavioral intention to adopt sustainable technologies. Design/methodology/approach A sample of 324 senior citizens from urban Pakistan was selected using purposive sampling. The data was analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4 software. Findings The analysis indicates that compatibility (COM) and reachability (RCH) are significant predictors of behavioral intention (BI) toward Green-SHAs among senior citizens. Furthermore, effort expectancy (EE) and performance expectancy (PE) substantially influence BI, whereas facilitating conditions (FC) and social influence (SI) do not exhibit a significant impact. Additionally, environmental knowledge (EK) plays a crucial role in adoption, while personal innovativeness (PI) does not have a notable effect. The findings also confirm that BI strongly predicts actual usage behavior (UB) of Green-SHAs among the elderly. Research limitations/implications This study offers significant insights into Green-SHAs adoption among Pakistan’s elderly population, contributing to the existing literature while acknowledging limitations. The cross-sectional design, although effective for capturing current trends, restricts causal inference and longitudinal analysis. Furthermore, the Pakistan-focused approach, while providing valuable local insights, limits the generalizability of findings to other developing countries with unique cultural, economic and regulatory contexts. Practical implications This study extends the UTAUT framework by identifying crucial predictors of Green-SHAs adoption in developing economies, thereby addressing a notable gap in understanding sustainable technology acceptance among urban elderly populations. The findings provide valuable insights for industry practitioners and policymakers. Specifically, practitioners can develop user-centric and accessible Green-SHAs, while policymakers can implement targeted interventions, including financial incentives, digital literacy programs and infrastructure improvements. Originality/value This study pioneers the application of the UTAUT model to examine Green-SHAs adoption among senior citizens in Pakistan, addressing a notable demographic and regional gap in the literature. By integrating personal and technology-specific factors into the UTAUT framework, this research offers a unique analytical perspective on technology adoption in collectivist, developing contexts.

The objective of this study was to translate, culturally adapt, and validate the Symbolic Ableism Scale for the Brazilian context and assess its psychometric properties. This cross-sectional, descriptive, and exploratory study followed five steps for cross-cultural adaptation, ensuring conceptual, semantic, and operational equivalence. A total of 383 Brazilian adults (mean age = 22.4 years; standard deviation = 6.72) participated by completing the Brazilian version of the Symbolic Ableism Scale. Data analysis included factor analysis and internal consistency assessment using Cronbach's alpha to evaluate reliability. The results supported the construct validity of the adapted scale, identifying two factors consistent with the original version: Individualism and Recognition of Continuing Discrimination. Internal consistency was very good, with Cronbach's alpha coefficients of 0.90 and 0.87, respectively. The Brazilian version of the Symbolic Ableism Scale preserved the original intent of the instrument while reflecting specific aspects of the Brazilian cultural context. Despite structural modifications during the adaptation process, psychometric analyses confirmed its validity and reliability, supporting its use as a brief, user-friendly tool for research and clinical assessment of explicit ableist attitudes toward people with disabilities in Brazil.

ABSTRACT This study examined the relationships between early childhood education (ECE quality), preschool children’s subjective well-being (SWB), and development in the Chinese cultural context. Using a quantitative survey design, data were collected from 494 preschool children across 178 kindergartens in Xinzhou, Jiangxi province. Structural equation modeling revealed three key findings: (1) ECE quality significantly predicted both children’s development (β = 0.708, p < .001) and their SWB (β = 0.967, p < .001); (2) children’s SWB showed a significant relationship with their development (r = 0.280, p < .001); and (3) SWB significantly mediated the relationship between ECE quality and development (mediating effect = 0.271, p < .005). The analysis revealed large effect sizes for ECE quality on SWB (f2 = 0.489) and both ECE quality (f2 = 0.889) and SWB (f2 = 1.39) on development. ECE quality and SWB together explained 76.4% of the variance in preschool children’s development (R2 = 0.764). Importantly, these findings reflect the collectivist cultural context of China, where children’s SWB encompasses not only individual satisfaction but also social harmony, relational well-being, and collective achievement. These findings underscore the critical importance of high-quality ECE in fostering children’s culturally contextualized SWB and development, particularly in regions with varying educational resources.

Abstract Purpose Logotherapy and existential analysis, developed by Viktor E. Frankl, is a meaning-centred approach to psychotherapy that emphasises responsibility, freedom, and the human capacity to find meaning in suffering. While it has a well-established theoretical basis, the empirical literature is sporadic and methodologically heterogeneous. The aim of this narrative review was to synthesise conceptual and empirical findings on the clinical, developmental, and cultural applications of logotherapy in contemporary psychological care. Materials/Methods A comprehensive literature search was conducted across 17 databases – including PubMed, Scopus, Web of Science, and APA PsycINFO – without date restrictions, covering studies published up to January 2025 in English or Hungarian. Empirical and conceptual studies were included and thematically synthesised based on population, intervention type, therapeutic mechanisms, outcomes, and cultural context. The goal was to identify recurring patterns, theoretical insights, and areas for development. Results The review includes 132 studies spanning clinical populations (e.g., chronic illness, psychiatric conditions, trauma survivors) and non-clinical groups (e.g., adolescents, students, caregivers). Interventions employed core logotherapeutic techniques such as dereflection, attitude modulation, paradoxical intention, and Socratic dialogue, delivered in individual, group-based, and digital formats. Reported outcomes included improved meaning in life, enhanced resilience, reduced depression and anxiety, and augmented existential well-being. Notable innovations included online and culturally embedded adaptations. However, gaps remain, including limited standardisation, the geographical concentration of studies, and insufficient integration with digital health strategies. Conclusions Logotherapy offers a flexible and conceptually rich framework for addressing psychological and existential suffering. It complements other therapeutic modalities by reintroducing meaning, value orientation, and responsibility into care. Future research should prioritise protocol development, digital and multicultural adaptation, and rigorous evaluation to support its evidence-based integration into modern mental health practice.

Purpose: This study aims to explore how the Numbered Heads Together (NHT) cooperative learning model, when combined with augmented reality (AR) media using Assemblr Edu and Papuan local wisdom, can improve elementary students’ understanding of geometry. Method: A quasi-experimental design was used with two groups: one taught using the integrated model and the other taught with conventional methods. Data were collected through geometry tests, classroom observations, and student questionnaires. The analysis focused on comparing students’ understanding and engagement in both groups. Findings: The integrated learning design helped students become more active, motivated, and collaborative. They showed better understanding of geometric concepts and were more confident in applying them to real-life and cultural contexts. The combination of cooperative learning, digital media, and local wisdom created a more engaging and meaningful learning experience. Significance: This study demonstrates that blending pedagogy, technology, and culture can make mathematics learning more relevant and accessible, especially in frontier and culturally diverse regions. The approach offers a model for teachers seeking to connect abstract mathematical ideas with students’ everyday experiences.

ABSTRACT Understanding older adults’ music preferences is vital for their active aging, yet little research exists in the Chinese context. This study uses Latent Profile Analysis to explore 173 Chinese senior citizens’ music preferences, uncovering three distinct profiles that challenge traditional assumptions. Some seniors showed enthusiasm for traditional Chinese instruments and passionate styles, while others had low engagement across all dimensions. These preferences show strong correlations with demographic factors and prior exposure to formal music education, particularly attendance at Peking opera performances. The findings suggest older adults’ musical preferences are more structured than previously assumed, even in advanced age. This research highlights the need for personalized, nuanced approaches in senior citizens’ music education or activities to enhance engagement and better support individual and cultural contexts.

This study critically investigates the challenges researchers face in examining finance and public accountability in Ghanaian Colleges of Education, focusing on what is termed the privacy document dilemma, the tension between the legitimate demand for financial transparency and the legal and ethical constraints protecting institutional confidentiality. Adopting a mixed-method research design, the study draws on quantitative data from 120 administrative staff and qualitative insights from 20 finance officers and researchers across five Colleges of Education in the Ashanti and Bono Regions. Findings reveal that restricted access to financial documents, bureaucratic resistance, inadequate data management systems, and ambiguous legal frameworks significantly hinder research on financial accountability. The paper contributes to existing scholarship by situating the dilemma within Ghana’s historical, cultural, and institutional context, proposing a framework for ethical access and disclosure. Recommendations focus on digitization, legal clarity, capacity building, and participatory accountability systems.

The adoption of Learning Management Systems (LMS) in Zimbabwe faces significant challenges due to infrastructural limitations, socioeconomic disparities and cultural mismatches. While e-learning holds transformative potential, its effectiveness is hindered by poor internet connectivity, high data costs and Western-centric LMS designs that conflict with Zimbabwe’s collectivist learning culture rooted in the ubuntu philosophy. This study explores how LMS platforms can be culturally adapted to enhance user engagement, accessibility and educational outcomes for Zimbabwean learners. Through a qualitative multi-methods approach, combining document analysis of Scopus-indexed literature and qualitative interviews with university educators, the research identifies key barriers, including infrastructural deficits, linguistic exclusion and institutional policy gaps. Findings highlight the need for localised LMS designs incorporating indigenous languages (Shona, Ndebele, etc.), low-bandwidth optimisation and collaborative learning features aligned with Zimbabwean pedagogical traditions. The study also underscores the importance of user-centred design (UCD) and policy interventions to bridge the digital divide. Recommendations include subsidised internet access, faculty training in digital literacy and culturally responsive LMS interfaces. By integrating these strategies, Zimbabwe can foster inclusive, equitable and effective e-learning ecosystems that align with local cultural and infrastructural realities.

This study explores the catechetical dimensions of tegi ndeter agu ndetar, an indigenous reconciliation ritual in Manggarai, Eastern Indonesia, and its contribution to peace education. This study used a qualitative descriptive narrative case study in Manggarai Regency, Flores Island, with data collected through observation, interviews, and documentation. Five key informants, including traditional elders, a Catholic catechist, and a cultural practitioner, provided insights into the symbolic, moral, and catechetical dimensions of the tegi ndeter agu ndetar ritual. Data were analyzed through reduction, display, and interpretation using peace education, culturally sustaining pedagogy, and transformative learning theories, supported by relevant previous studies. Interpreted through peace education, transformative learning, and inculturation catechesis, the findings show that reconciliation is taught as a lived practice, where paradox and ritual generate transformative learning and Gospel values are transmitted through cultural forms. The study contributes theoretically by expanding peace education beyond classrooms into embodied cultural practice, affirming the role of paradox in transformative pedagogy, and grounding inculturation catechesis in communal life. Practically, it highlights opportunities for catechists, educators, and peacebuilders to collaborate with cultural elders in fostering reconciliation as a living curriculum of peace. Ultimately, tegi ndeter agu ndetar demonstrate that indigenous wisdom and Christian catechesis can converge as a pathway to sustainable peace education. The significance of this study lies in its contribution to bridging indigenous traditions and Christian pedagogy, offering a model of culturally rooted peace education that can inspire both academic discourse and practical pastoral approaches in diverse cultural contexts.

This paper suggests a theoretical model (a production function) and an empirical model (Stochastic Frontier Analysis) to empirically evaluate the main impacts of socio-cultural contexts on the effectiveness of some sport policies and to address some main methodological problems of sport sociology. As for methods, I identified 2 governmental ethics to and through sport (national pride NP, social cohesion SC), by measuring achievements in terms of alternative indexes based on Olympic medals (gold, total) from 1994 to 2024. I applied panel-data, by focusing on 4 alternative estimations (individual and collective variables for both NP and SC). I introduced 2 sport policies (a quantitative policy aimed at SC, a qualitative policy aimed at NP), by distinguishing cultural approaches to body in terms of 5 different secular ethics (Aristotle, Husserl, Deleuze, Heidegger, Descartes) and 5 different religious ethics (Buddhism, Christianism, Hinduism, Islam, Judaism). I referred to income level and income inequality (i.e., GDP and Gini index), to depict alternative social contexts. I applied country dummies, to represent alternative historical and institutional contexts. As for results, if governments pursue SC, there is significant consonance with more communitarian religions and dissonance with more individualistic religions (to a greater extent at a collective level), whereas religions do not affect the effectiveness of sport policies if governments pursue NP. If governments pursue NP, there is significant consonance with secular body approaches deemphasising mind over body (at an individual level only), whereas if governments pursue SC, there is significant consonance with Deleuze, Heidegger and Descartes and dissonance with Husserl (to a smaller extent at a collective level). In summary, this paper empirically highlights the social and cultural contexts affecting some sport policies, by providing a quantitative methodology to identify groups of countries with institutional or historical peculiarities, to be studied by sport sociology with complementary qualitative methodologies.

Abstract Direklerarası Street was a popular promenade and entertainment hub in late Ottoman Istanbul. It was constructed in the arasta form along the historical Divanyolu in the 1720s and largely retained its spatial configuration until the 1880s. This article examines the spatial transformation of Direklerarası Street from the 1880s to the 1910s, situating it within the broader dynamics of late Ottoman urban reform. It investigates urban interventions such as the demolition and reconstruction of arcade columns, street lighting, pavement reconfigurations and square design, not merely as outcomes of modern urban regulations but also as processes intricately linked to the various dynamics shaped by the sociopolitical and cultural contexts of the late Ottoman capital.

ABSTRACT This study explores the potential of Generative Artificial Intelligence (GenAI) to create culturally diverse user personas that are representative and free from stereotypes. The research uses Hofstede's cultural dimensions, a framework that quantifies cultural differences across societies based on key values such as Power distance index, Individualism, Masculinity, Uncertainty avoidance, Long-term orientation, and Indulgence. These dimensions ensure that the generated personas reflect specific cultural traits, contributing to a deeper understanding of user needs in diverse cultural contexts. A mixed-methods approach was employed, combining qualitative narrative-driven persona creation with quantitative evaluation metrics assessed by User Experience/User Interface experts. The generated personas were evaluated using a framework that assessed credibility, coherence, and the accurate reflection of cultural dimensions, offering insights into stakeholder interactions with AI-generated personas. The findings suggest that GenAI can be a valuable tool for creating culturally diverse personas, contributing to investigating the potential and risks of using GenAI in design.

Online misconduct, its forms ranging from cyberbullying and trolling to cyberaggression and hate speech, is a phenomenon becoming increasingly prevalent in modern online spaces and poses risks to internet users well-being. This review aims to examine the role of moral disengagement mechanisms in facilitating these harmful behaviors online. Drawing on both theoretical frameworks and empirical evidence, a positive direct association between moral disengagement and perpetration of online misconduct is identified. Though evidence generally agrees on this association, there have not yet been conclusive results on the effects of specific moral disengagement mechanisms. The relationship is also influenced by moderators and related factors such as online disinhibition, cultural context, and personality traits, which include the dark triad/tetrad, callous-unemotional traits, the Big Five, and empathy. Moral disengagement is concluded to be a significant, although not exclusive, predictor of online moral disengagement. The study also identifies less researched areas for further study in the future.