Cultural Knowledge Research Articles

Caring for Veterans With Depression and Cancer: An Overview for Civilian Nurse Clinicians.

Veterans put their lives on the line to serve our country, but their well-being is often threatened by multifaceted health issues related to military service, including elevated rates of lung cancer and depression. A significant percentage of Veterans have lost faith in mental health care or are unable to breach stigma-related barriers to seek and engage in this care. Veterans' lack of trust can be exacerbated by community mental health clinicians who have had little experience with Veterans and feel inadequately prepared to address their complex needs. The following databases were searched: PubMed, CINAHL Plus with Full Text, and Google Scholar; as well as the U.S. Department of Veterans Affairs website. Results indicated that 50% of Veterans use civilian health care and perceive that civilian nurses lack knowledge of military culture and related trauma. The current review offers civilian mental health professionals an overview of Veterans' unique issues and provides resources and practical suggestions for helping them overcome barriers to mental health care. [Journal of Psychosocial Nursing and Mental Health Services, xx(x), xx-xx.].

Revitalizing the Sri Lankan Economy: An In-Depth Exploration of Gastro Tourism as a Catalyst for Upliftment – Visitor Perspective

This paper explores the transformative potential of Gastro Tourism in Sri Lanka, assessing its ability to attract visitors and stimulate economic growth through the rich tapestry of culinary diversity. This study investigates the personal meanings associated with gastro tourism experiences by utilizing qualitative methods to gather and analyze insights from a diverse cohort of Sri Lankan-bound tourists. The purposive sampling tech2ique ensures a comprehensive understanding, incorporating individuals with extensive knowledge of Sri Lankan food culture and exposure to global gastronomy. The data collection technique involves in-depth interviews, allowing for a nuanced exploration of participants’ perspectives on Sri Lankan cuisine and gastro tourism. To ensure trustworthiness, the study adheres to Tracy’s (2010) criteria, emphasizing credibility, transferability, dependability, and confirmability. Thematic analysis is employed for data analysis, revealing five interconnected themes: Economic Transformation Through Culinary Experiences, Empowerment of Entrepreneurs and Small Businesses, Cultural Diplomacy Driving Economic Integration, Holistic Development, and Sustainable Growth and Rural Economic Upliftment. The thematic analysis underscores the multifaceted impact of gastro tourism on Sri Lanka’s economic resurgence, portraying it as a catalyst for economic vibrancy, entrepreneurship, cultural diplomacy, holistic development, and sustainable practices.

‘Welch eine Lage für die armen Frauen!’: Emilie von Berlepsch’s Travelogue Caledonia (1802–04) as a Medium of Reflection on the Role of Women

ABSTRACT Emilie von Berlepsch was the first German woman to travel to Scotland and write a travelogue about it. From 1799 to 1800 she toured the country and published her experiences and thoughts in her travel book Caledonia (1802–04). This article illustrates von Berlepsch’s endeavour to spread knowledge of British culture in her home country by means of the travelogue, with a particular focus on women. It argues that Caledonia can be considered a further example of von Berlepsch’s advocacy of women’s rights. Using the account of her voyage as a tool to reflect on the role of women both in Britain and Germany, von Berlepsch encourages her fellow countrywomen to increase their independence from men through intellectual pursuits such as writing.

Toward Culturally Responsive Mentoring of Muslim Research Mentees in the Sciences.

Research experiences are an integral part of training future scientists and fostering diversity in science. Providing culturally responsive research mentorship, defined as mentorship that incorporates cultural knowledge to improve learning experiences for a particular group, is a critical step in this endeavor. While culturally responsive mentoring is most commonly associated with mentoring students with underrepresented races and ethnicities in the sciences, it can also be helpful for mentees with a diversity of abilities, sexualities, economic backgrounds, and religions. In this essay, we discuss how mentors can provide more culturally responsive mentoring of Muslim research mentees in the sciences. Muslims are a stigmatized minority group in the United States who participate in a religious culture that often differs from the secular culture of science. Notably, there are few resources for how to engage in culturally responsive mentoring of Muslim research mentees. To address this gap, we drew from the extant literature on the challenges that Muslims encounter in the United States, which likely extends to the context of scientific research, and identified potential culturally responsive accommodations in research.

Reducing Cultural Barriers: A Grounded Theory Approach to Nursing Student Attitudes After Multicultural Education.

This study uses grounded theory to explore the process and conceptual framework of how nursing students' attitudes toward others and different cultures change after receiving education on multicultural understanding. This study used the Corbin and Strauss grounded theory throughout data collection and analysis. We used purposive sampling to select participants and then gathered data through in-depth interviews with 18 students who completed a multicultural understanding education course. Two researchers conducted a comparative semantic analysis of the transcribed data, applying open, axial, and selective coding techniques. With the collected data, the two researchers exchanged opinions to categorize and structure the data according to the research questions. Through the analysis, open coding yielded 11 categories and 26 subcategories from 135 concepts. In a model that recombined nine categories through axial coding, the central phenomenon was "distance", while the core category was "perceive people from different cultures as others/accept with reduced distance". Since nursing students are more likely to care for patients from diverse cultural backgrounds in their future clinical practice, they must have specialized cultural knowledge.

Digital Representation of Dulong Community’s Culture in Gongshan County, China

Before 1999, the Dulong community, China's most secluded ethnic minority, remained inaccessible and underdeveloped. The Dulong River region, the sole minority area unreachable by road, endured prolonged isolation (Cheng et al., 2022a, 2022b). Nevertheless, unique cultural heritages, the Dulong community faces extinction and Sinicization threats. Psychologist Mehrabian (1968) asserts that 93% of communication impact is non-verbal, emojis, as non-verbal cues that belong to the visual communication system, gained immense popularity on a global scale. This study explores the imperative need of the Dulong community on its culturally specific emoji set through semi-structured interviews. The first of its kind, the emoji collection features culturally specific elements like Dulong blanket and the ‘Suolaqiao’ ritual. In aboriginals' perception, Emoji's pictorial nature facilitates effortless cultural knowledge acquisition, and its property of shuttling through cyberspace contributes to fostering rapid global dissemination and preserving Dulong culture in a digital world.

Building Communicative Competencies for Future Leaders: An Analysis of Public Administration Curricula in Kazakhstan

This study aims to identify issues related to developing communicative competencies among public servants by examining the educational programs, catalogs of academic disciplines, and competency models of graduate programs in Public and Local Administration at universities in Kazakhstan. We analyzed publicly available information from higher education institutions' web pages on training programs, course descriptions, and key competencies in relevant fields. It was revealed that universities in Kazakhstan provide limited information about their programs, thus we referred to comprehensive data from unified higher ed platform from Ministry of Science and Higher Education of the Republic of Kazakhstan. The analysis indicates that program administrators often neglect communicative competencies while building curricula. In most cases, they are subject to specific courses such as Governance Psychology and Human Resources, with the content varying considerably from one university to another. The Academy of Public Administration under the President of Kazakhstan is the only institution offering robust courses dedicated to this area. The expected outcomes include skills in public speaking, interaction with the public and media, business correspondence, conflict resolution, and knowledge of organizational culture and ethical behavior. Considering the importance and growing attention to the effect of the communication skills of civil servants for public satisfaction, this study concludes that Kazakh universities should ensure the inclusion of communication competencies into Public Administration programs. Such additions could enhance the preparation of prospective public servants, aiding them in their professional roles and during employment selection processes.

Teaching Idiomatic Expressions Through Storytelling Based on Narrative Thinking

The purpose of this paper is to observe how efficiently idiomatic expressions are taught through storytelling based on narrative thinking. Storytelling is an enjoyable technique, and it is believed that students can learn cultural and historical knowledge from idiomatic expressions. Therefore, the combination of storytelling and idiomatic expressions can be an effective method for teaching sporadic EFL learners who struggle with consistent English study. Five working adult learners were selected as participants and provided with idiomatic expressions from YouTube Shorts. After 12 weeks, they took four tests: vocabulary, idiomatic expression translation, idiomatic expression memorization, and grammar. Additionally, participants’ responses were collected through a survey. Results showed that all participants performed excellently on the vocabulary test. The translation of idiomatic expressions was successful, with four participants achieving perfect scores and one missing only one item. In the idiomatic expression memorization test, all participants demonstrated good results. In the grammar test, they showed notable proficiency. In response to open-ended questions, all participants agreed that learning English with idiomatic expressions through storytelling was enjoyable. Based on these results, this study suggests that learning idiomatic expressions can enhance the interest and engagement of sporadic learners.

Exploring the Components of Multicultural Competence among Pre-Service Teacher Students in Thailand: An Approach Utilizing Confirmatory Factor Analysis.

The aim of this study is to examine the components of multicultural competence among pre-service teacher students in Thailand and to develop and assess the reliability of a model of multicultural competence for pre-service teacher students in Thailand. Multistage stratified random sampling was utilized to recruit 600 pre-service teacher students from undergraduate education programs at the Faculty of Education in Thailand. Data were collected through self-report questionnaires. The data analysis employed descriptive statistics and second-order confirmatory factor analysis (CFA). The findings indicate that multicultural competence among pre-service teacher students comprises three components: cultural awareness, cultural knowledge, and personal skills. Furthermore, this study identified that the model of multicultural competence among pre-service teacher students demonstrated good fit indices for the modified model (χ2 = 30.902, df = 21, p-value = 0.0753, χ2/df = 1.472; root mean square error of approximation (RMSEA) = 0.028; standardized root means square residual (SRMR) = 0.013; Tucker-Lewis index (TLI) = 0.996; comparative fit index (CFI) = 0.999). Based on these findings, effective teaching in diverse environments necessitates a thorough understanding of multicultural competence.

How do care workers learn to care for people with dementia living in care homes? A model of informal learning

Purpose This paper describes a model of “Learning to care” derived from a study exploring how care workers in care homes learn to care for people living with dementia. The “Learning to care” model is primarily informal in nature in which influences such as formalised training and organisational culture impact care outcomes indirectly rather than directly. Design/methodology/approach This study used a focused, critical ethnographic approach in two care homes in England resulting in 63 h of observation of care of people living with advanced dementia, 15 semi-structured interviews and 90 in-situ ethnographic interviews with care staff. Findings The findings reveal a three-level model of learning to care. At the level of day-to-day interactions is a mechanism for learning that is wholly informal and follows the maxim “What Works is What Matters”. Workers draw on resources and information within this process derived from their personal experiences, resident influences and care home cultural knowledge. Cultural knowledge is created through a worker’s interactions with colleagues and the training they receive, meaning that these organisational level influences affect care practice only indirectly via the “What Works is What Matters” mechanism. Originality/value This study makes an original contribution by explaining the nature of day-to-day informal learning processes as experienced by care workers and those living with dementia in care homes. In particular, it illuminates the specific mechanisms by which organisational culture has an effect on care practice and the limitations of formal training in influencing such practice.

Embedding Cultural Knowledge in Social Work Education: Reflections from Master of Social Work Students at a Regional Australian University

Abstract Social work students (SWS) are increasingly demanding diverse curriculums and training in skills that will help them decentre whiteness as their default position of professional practice. This article reports on findings from a qualitative study exploring how Masters of SWS at a regional Australian university engaged with content delivered in a core unit with a strong focus on anti-racist, anti-oppressive practices. The unit’s structure and delivery facilitated a dialogue that compelled students, especially those from dominant cultural groups, to ‘think of and reflect on themselves as ‘raced’ rather than the invisible ‘norm’ to which all other cultural groups are compared’ (Walter et al., 2011, p. 8).The unit raised complex questions about how social services and policies unwittingly reproduce discourses of rescue and saviourism towards racially and culturally marginalised communities and how students could challenge such practices. The article’s emphasis on supporting SWS towards a triangulated trajectory reports on how experiences of cultural knowledge in the classroom are facilitated by (i) the experience (or lived expertise) of the educator, (ii) the willingness of the student to interrogate their intersectional social positioning in society and (iii) a practice framework that focuses on curiosity and humility rather than competence.

HUMAN THOUGHT PROCESS ON HOTEL ADVERTISEMENTS:

Conceptual Blending (CB) is a framework within Cognitive Linguistics to create meaning construction that determines brain cognitive functions upon reading hotel advertisements which the study aimed to illustrate and elaborate. The study utilized advancement theory of CB by applying intertextuality concept to create multiple meanings done from prior studies. The study also utilized qualitative method to analyze a poster from ANA Intercontinental Manza Beach Resort through applying non-participant observation, purposive sampling, and triangulation theory methods. To analyze the data, the concepts of data collection, data condensation, data display and data conclusion were used. The study found that the processes of composition, completion, and elaboration within blended space of CB built the meaning construction within human brain. Composition stage created arrays of features from composing features within input spaces that build up new concepts within completion stage. The completion stage then created new concepts based on cultural knowledge combining all the features composed within composition process and the meanings were broaden by elaboration stage which cleared out what the new concepts actually meant for. These processes created the emergent structure which carries novelty meanings from the analysis. In this stage, the meaning has been completely concluded from all the elaborated meaning happening on prior stages.

Assessing Cultural Intelligence in PharmD Education Through Art

ObjectiveThis study, conducted in collaboration with the University of North Carolina (UNC)–Chapel Hill’s Ackland Art Museum, assessed student experiences in a facilitated visual art experience designed to foster cultural intelligence among 143 first-year Doctor of Pharmacy students at the UNC Eshelman School of Pharmacy. MethodsA post-event survey was used to collect data on student perceptions of this experience and its implications. Quantitative items were analyzed using descriptive statistics. Qualitative items were deductively coded using the 4 domains of the Cultural Intelligence Framework: cultural awareness, cultural knowledge, cultural practice, and cultural desire. A convergent parallel mixed-methods approach was used to gain a deeper understanding of the data. ResultsOf the 143 students who completed the survey (response rate = 99%), nearly all agreed (n = 60, 42%) or strongly agreed (n = 70, 49%) that the art experience was valuable. Students indicated that it increased their confidence in having open dialogue concerning equity, inclusivity, and race, expanded their perspectives about the implications of inequities, and provided knowledge they can apply in their careers as health science professionals. Findings revealed students’ acknowledgment of their own backgrounds, enhanced understanding of bias and historical contexts, recognition of relevance to pharmacy practice, and expressed a desire for further cultural understanding. ConclusionThis research underscores the potential of visual art and museum partnerships in fostering positive perceptions and beliefs about cultural intelligence among aspiring pharmacists.

The intersection of film, teaching, and inclusive education

Background: The convergence of film, teaching, and inclusive education research on education has received much attention recently because it can potentially improve educational experiences and create social change. Purpose: This intersection of disciplines provides educators an immense tool for engaging children, cultivating empathy, and addressing social and cultural inequities. Using film's emotional connection and narrative force, educators may build more diverse and efficient learning environments that meet the different needs of their students. Methods: This study used existing data from Scopus to analyze the intersection of film, teaching, and inclusive education using bibliometric quantitative publications studies to assess academic influence. It entails analyzing citations, publication trends, and other bibliographic information. Results: The findings underline the importance of utilizing films to encourage inclusive school practices. Films can reduce socioeconomic inequities, raise cultural knowledge, and improve inclusive teaching techniques. This study underlines the relevance of using film in instructional approaches to promote inclusive education practices and increase learning results. Films are exhibited to promote critical thinking about teaching methods, interpersonal relationships, and classroom ethics. Conclusion: Introducing film into teaching techniques can boost student engagement, improve critical thinking abilities, and raise cultural understanding. Subsequently, this bibliometric study provides a helpful overview of the present research environment in films, teaching, and inclusive education, serving as a foundation for academics to investigate and introduce new modern topics from various regional and cultural perspectives. Implications: Future research should examine the confluence of films, teaching, and inclusive education, as well as the ramifications of these encounters for educational settings, and compare them across study areas and locations or other relevant scopes.

Assessing Indigenous Community Radio as Two-Way Communications Infrastructure: Communal Engagement and Political Mobilization in Ecuador

Because Indigenous peoples face unique challenges to their autonomy and lifeways from dominant media influences, Indigenous radio has been used to facilitate intra-community engagement among these groups. A small but long-standing literature reveals both strengths and vulnerabilities of Indigenous radio, though the rapidly changing communications landscape suggests new possibilities for these media sources. Our research was a community–academic collaboration that employed exploratory and mixed (survey, interview, and observational) methods across two Indigenous communities in the Central and Southern Amazon of Ecuador. The Indigenous radio station, La Voz de la CONFENIAE (Confederación de las Nacionalidades Indígenas de la Amazonía Ecuatoriana), sought to perform an impact assessment that would measure both the character and extent of the impact of radio programming with sensitivity to the priorities of listeners as to the purpose, function, and appropriate impact metrics for an Indigenous radio station. A total of 92 surveys and 30 interviews across two communities were conducted in July and August of 2022. Our findings reveal (a) the informational function of this radio for the Indigenous communities in its listening reach; (b) that radio programming conveys family, community, and cultural knowledge bi-directionally both from and to its listening audience; and (c) that members of the audience were, in turn, prompted to action and engagement. In our discussion, we identify opportunities to improve the assessment of community-owned radio as a bidirectional resource for communities. Our work also advances a model of self-determined and stakeholder-driven evaluation for Indigenous community radio, with particular attention to the material (e.g., behavioral) impacts of radio messages and potential for radio to support communal and collective engagements desired by the communities it serves.

Culture, traditions and natural resources of Mexican lakes under the onslaught of anthropic pressures and climate change

Indigenous people and local communities play a vital role in conserving inland water ecosystems and their resources through their cultural and spiritual values embedded in the geographic, socio-political, and economic contexts. The Central Mexico lakes along the Trans-Mexican Volcanic Belt harbored important prehispanic cultures that hybridized during the Spanish conquest, evolving into modern Mexico and changing how lakes were valued. The terrestrial Spanish ways of life were inimical to the prehispanic indigenous lacustrine culture. After the conquest, various actions were carried out to drain the lakes for urban growth and to provide agricultural land. The result has been a decline (e.g., Lake Cuitzeo, Michoacán) and, in some extreme cases, the near disappearance (e.g., Lake Texcoco, Mexico City) of what were once extensive water bodies. Unsustainable use of resources, unsympathetic spatial planning (anthropic impacts), and climate change to warmer/drier conditions have all placed additional pressure on the inland ecosystems. Nonetheless, as herein presented, the prehispanic lacustrine cultural knowledge and traditions persist locally in some locations, having been perpetuated by indigenous people's traditions and habits.

Enhancing Ethnic Secondary Students’ English and Cultural Knowledge through Folktales and Storytelling Using Picture Series

Enhancing Ethnic Secondary Students’ English and Cultural Knowledge through Folktales and Storytelling Using Picture Series

FACTORS INFLUENCING CULTURAL HERITAGE KNOWLEDGE SHARING AMONG YOUTH: SPECIAL REFERENCE TO AHMEDABAD CITY

Purpose – In this Paper, we have discussed about the knowledge sharing concept of cultural heritage and the essential factors which influence the same. This paper aims to examine the factors that influence cultural heritage knowledge sharing among youth in Ahmedabad district of Gujarat. The study determines to find out various factors that are influencing the sharing of cultural heritage knowledge among the Ahmedabad youth. It is found that reward and recognition was the prime factor in sharing CHK among the Ahmedabad youth. Design/methodology/approach Data was collected from 150 Ahmedabad youth from Gujarat state through a survey-based questionnaire. Data screening and reliability tests were carried out to confirm the validity and reliability of the instruments, factor analysis was carried out to check the stated hypotheses. Findings – From factor analysis, three major factors i.e. Rewards and Recognition, enjoy helping for developing good relationship, Self-efficacy and reciprocity were identified which influence knowledge sharing with each other. The study indicates that “rewards and recognition” is one of the major factors which influence the cultural heritage knowledge sharing. Originality/value – This study determines to identify the various factors that are influencing on sharing of cultural heritage knowledge among the Ahmedabad youth. It is found that reward and recognition was the prime factor in sharing Cultural heritage knowledge among the Ahmedabad youth. KEYWORDS: Knowledge sharing, Cultural heritage knowledge, Factors influencing knowledge sharing,

“It's Such a Taboo Subject, Everybody's Scared to Talk About It”: Fijian Sportswomen's Experiences of Menstruation

Despite a growing body of research focused on women's experiences of menstruation in sports, most of this has been done by white women on white women and then applied to sportswomen from diverse cultural and ethnic backgrounds. Very rarely are the menstruation-related experiences of Black, Indigenous, and women of color considered, let alone the focus of such studies. To date, no research has explored Pacific sports women's experiences of menstruation. In this research, we adopt a contextually relevant Masi methodology approach to understand how Pacific sports women navigate different knowledge (i.e., scientific, family, cultural, religious, and social media sources) about menstruation in their everyday lives. Drawing upon Talanoa sessions (informal interviews and focus groups) with 21 Fijian sportswomen from a range of sports, we highlight the many ways sportswomen's knowledge has been overlooked, and their health needs ignored. We reveal how cultural and family knowledge shapes Fijian sportswomen's menstrual practices in and out of sports, and the lingering silences and stigma shaping coaching and medical support. Thus, this research seeks to improve the support structures for Pacific sportswomen by expanding sports and health providers’ understandings of culturally specific menstrual health needs and knowledge.

“You can't really turn it off”: The police “sixth sense” as cultural schema

AbstractA variety of concepts in the policing literature denote a so‐called “sixth sense” that police officers claim to possess. “Intuition,” “suspicion,” or “common sense” all specify a tacit knowledge said to heighten an officer's sensitivity to danger and potential suspects. This paper argues this type of knowledge exemplifies the application of “cultural schema” (DiMaggio, 1997): a shared knowledge structure that allows people to respond to environmental stimuli in ways that render their lives more predictable. We combine two case studies—one in Canada, the other in the Netherlands—which include ethnographic field notes and 199 interviews with police officers, to reconsider the police sixth sense in light of theoretical and empirical advances in cultural sociology and cognition research. This paper further discusses the benefit of studying this sixth sense itself as a form of cultural knowledge—that is, as “police culture”—to improve our understanding of cultural resources most or least compatible with emerging police reforms.