Diverse Backgrounds Research Articles

Determining the effectiveness of basic first aid training provided to secondary school students

Aims: The aim of this study is to evaluate the effectiveness of first aid training provided to middle school students from diverse socio-demographic backgrounds, and to examine how these differences influence the outcomes of the training. Methods: The study was conducted in three middle schools located in the eastern part of Turkiye between April and July 2016. The population of the study consisted of 7th-grade students (n=391) attending these schools during the spring semester of the 2015-2016 academic year. All students were included in the sample without any selection, as participation was obtained through parental and student consent. Data were collected using the “Descriptive Information Form” and the “First Aid Education Knowledge Evaluation Form”. First aid knowledge levels were assessed before the training, after the training, and two weeks post-training. Results: The study found that the average first aid knowledge scores of students based on socioeconomic status were 58.61±6.26 for high, 60.86±5.86 for middle, and 56.44±6.26 for low socioeconomic status. Post-training, the average scores increased across all groups. These findings indicate that socioeconomic status affects first aid knowledge, but the training programs benefit all students and improve their knowledge levels. Conclusion: The findings of this study indicate that while socioeconomic status exerts a significant influence on first aid knowledge, the training programmes implemented have resulted in notable improvements in the knowledge levels of all students.

이주배경 중등학습자를 위한 한국어 교재 《표준 한국어 의사소통》 분석 -상호문화 의사소통 역량을 중심으로-

This study aims to analyze whether the "Standard Korean Communication" textbooks (Volumes 1-4) for secondary school students with migration backgrounds adequately reflect educational values that respect and facilitate communication across diverse cultural backgrounds, in line with the principles of intercultural competence. To achieve this, the study evaluated the textbooks based on Byram's (2021) concept of intercultural communicative competence, focusing on the diversity of illustrations (external composition) and the appropriateness of the cultural content presented (internal composition). The results showed that while the diversity in terms of nationality and gender among the characters was well reflected, the illustrations did not sufficiently convey this diversity. In terms of internal composition, the cultural sections primarily focused on the initial stage of intercultural competence, which is 'knowledge,' and lacked elements necessary for developing 'skills' and 'attitudes.' Consequently, the study suggests that future textbook development should more clearly incorporate cultural diversity in both illustrations and educational content, and enhance the elements that foster 'skills' and 'attitudes' for deepening intercultural understanding.

"If They Help Us, We Can Help Them": First Nations Peoples Identify Intercultural Health Communication Problems and Solutions in Hospital in Northern Australia.

Effective intercultural communication between First Nations peoples and healthcare providers in colonised countries is required to deliver equitable healthcare and improve patient experiences and health outcomes. This paper presents First Nations peoples' perspectives and proposed solutions to problematic communication experiences at Royal Darwin Hospital in northern Australia. The study's methodological foundations comprise decolonising principles rooted in Critical Race Theory, Freirean pedagogy, and cultural safety. Eleven individuals from diverse First Nations backgrounds receiving treatment at the largest hospital in the Northern Territory, participated in in-depth interviews conducted in their preferred languages. Data were inductively analysed, adapted from a constructivist grounded theory approach and guided by First Nations knowledges. First Nations patients at Royal Darwin Hospital described a culturally unsafe hospital due to ineffective intercultural communication. Patient "counterstories" recounted instances of confusion, aggression, healthcare provider resistance to shared decision-making opportunities, pressure to abandon cultural protocols, and institutional neglect. Poor communication incited anger among staff and patients, and contributed to experiences of racism, missed appointments, clinical mistakes, patients prematurely discharging before completing treatment, and patients experiencing financial troubles and homelessness. In a spirit of generosity, patients proposed solutions focused on relationship building and mutual understanding so that new decolonised systems, which draw on First Nations and Western knowledges, can be codesigned. This study serves as a call to action for policymakers, administrators, and healthcare providers to prioritise improving intercultural communication by addressing the behaviour of staff and changing systemically racist policies in the pursuit of health equity and cultural safety for First Nations peoples.

Providers’ Perceptions of the Collaborative Challenges and Assistance Provided to Families in Pre-Employment Transition Services

Family involvement in transition planning has been associated with improved outcomes for youth with disabilities. However, limited research exists on providers’ in-depth views regarding family–professional collaborations in pre-employment transition services (Pre-ETS). The present qualitative study examined the perspectives of Pre-ETS providers on the challenges and assistance provided to students with disabilities during their transition from high school to postsecondary education or work, with a specific focus on family–professional collaborations. We conducted 24 in-person focus groups across six regions in Texas with 162 Pre-ETS providers (i.e., vocational rehabilitation counselors and transition educators). We used thematic analysis to analyze the data, which unveiled three themes about barriers and facilitators to family–professional collaborations: The Need to Support Family Directly, The Need to Promote Family–Professional Communication, and The Need to Promote Community Support. Findings underscore the imperative for Pre-ETS providers to acknowledge and address varying familial emotions, feelings, and expectations regarding their children’s employment, influenced by diverse cultural backgrounds. We discuss limitations and recommendations for future research and practice.

Sleep Health Disparity and Race/Ethnicity, Socioeconomic Status, and Gender: A Systematic Review

Despite improvement in US healthcare, racial and ethnic minorities have experienced health disparities including sleep health disparities. This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). We searched three electronic databases (PubMed, Embase, Web of Science) from the earliest available date to September 2023 using the keywords sleep inequity, gender, race, and socioeconomic status. Studies published in languages other than English were excluded. Meta analysis, case reports, and editorials were also excluded. Medical Subject Headings (MeSH) of the National Library of Medicine and Keywords were used to search PubMed, Embase, and Web of Science. We also searched the reference lists of the selected articles. Using the search strategy, we identified 52 articles. After excluding 11 duplicate studies, we screened 41 articles. The studies not relevant to our search were further excluded and we finally assessed 16 full-text articles. Twelve of the 16 studies were cross sectional and 4 were prospective studies. Compared to Whites, increased prevalence of shorter sleep duration was found among people of diverse racial background. Similarly, individuals with lower socioeconomic status have been shown to have a disproportionate increase in insufficient sleep (1.62 times). Additionally, compared to White women, Black women were more likely to report short sleep (37% vs. 27%) and were less likely to obtain the recommended amount of sleep (52% vs. 64%). This review demonstrates disparities in sleep based on race/ethnicity as well as the effect of gender and socioeconomic status on the quality of sleep.

Impact of Workforce Diversity on Organizational Effectiveness: Evidence from Nepalese Commercial Banks

Purpose: The primary purpose of this study is to examine the relationship between workforce diversity and overall effectiveness of Nepalese commercial banks, focusing on how diverse employee backgrounds contribute to organizational performance and operational success.Method: The descriptive and casual comparative research designs were used. The data were collected from 210 managerial level employeesof Nepalese commercial banks through structured questionnaires. The study applied purposive sampling technique to collect the data. Both descriptive and inferential statistical tools were used for data analysis. Data analysis was performed using Smart PLS 4.Results: The study reveals that ethnic diversity does not significantly influence organizational effectiveness. Conversely, gender and age diversity are significant predictors of organizational effectiveness. These results underscore the relevance of gender and age diversity in enhancing organizational performance in the Nepalese commercial banks.Conclusion: The research highlights the importance of fostering gender-balanced and age-diverse workforces for improving organizational effectiveness. By focusing on gender and age diversity, banks can better harness diverse perspectives and experiences, leading to improved outcomes. These findings suggest that workforce diversity is a major organizational strategy to enhance organizational effectiveness by fostering innovation, improving decision-making, increasing employee satisfaction, and enhancing customer services.

Divergent Heat Stress Responses in Bactrocera tryoni and Ceratitis capitata.

Invasive Tephritid fruit flies rank among the most destructive agricultural and horticultural pests worldwide. Heat treatment is commonly employed as a post-harvest method to exterminate fruit flies in fruits or vegetables. These pest species exhibit distinct tolerance to heat treatments, suggesting that the molecular pathways affected by heat may differ among species. In this study, the Queensland fruit fly (Qfly), Bactrocera tryoni, was utilised as a model investigate its molecular response to heat stress through heat bioassays. RNA samples from flies before and after heat treatment were extracted and sequenced to identify genes with significant changes in expression. These findings were compared to another serious Tephritid fruit fly species, the Mediterranean fruit fly (Medfly), Ceratitis capitata, under similar heat treatment conditions. The analysis reveals only three common genes: heat shock protein 70 (HSP70), HSP68, and 14-3-3 zeta protein. However, despite these shared genes, their expression patterns differ between Qfly and Medfly. This suggests that these genes might play different roles in the heat responses of each species and could be regulated differently. This study presents the first evidence of differing molecular responses to heat between Qfly and Medfly, potentially linked to their varied origins, habitats, and genetic backgrounds. These findings offer new insights into Tephritid fruit fly responses to heat at the molecular level, which may help refine post-harvest strategies to control these pests in the future.

Utilising a Co-Design Approach to Strategically Plan Dementia Education for Diverse Populations in Ireland

Abstract Background In Ireland, the number of people living with dementia is projected to treble by 2050. National dementia education programmes span all care groups and areas of work, and include a 4-hour, a 2-day programme and HSEland modules. However, there is concern that these programmes often adopt a pedagogical approach that does not meet the needs of modern learners. Adopting a coproduction approach in designing dementia education initiatives is essential to ensuring that these programmes effectively impact healthcare professional’s attitudes, beliefs and care practices, meeting the needs of people from diverse populations and cultural backgrounds. Methods Methods included three key components: Firstly, a dementia education online survey for facilitators of national programmes to ascertain the benefits, challenges and impact on care practices. Secondly, a national event using World Café methodology to share insights and ideas and co-produce a vision for advancing dementia education in Ireland. Primary stakeholders included individuals living with dementia, their advocates, and delegates from various demographics and cultural backgrounds. Thirdly, a review of literature relating to dementia education in other jurisdictions. Results Key themes that emerged include the significance of understanding the lived experience and recognising diversity and cultural differences. Additionally, there is a need to explore various teaching and delivery methods, such as incorporating technology, simulation, and a tiered approach. There was general agreement that co designing a more adaptable, interactive national programme, including the lived experience of people with dementia would be more impactful. Challenges identified include staff turnover, difficulties releasing staff from clinical areas and organisational culture. Conclusion Through establishing an inclusive and collaborative platform, we can collectively shape a future where dementia education and care practices are compassionate, rights based and supportive. Crucially, people living with dementia and their supporters are at the heart of planning and decision-making processes in co-designing dementia education initiatives.

Community music, identity and belonging among Dutchies in Australia: Comparing assimilation to multiculturalism

AbstractThis article discusses variations in the experiences of Dutch identity and belonging to a music‐making group in the Dutch migrant community in Melbourne, Australia. It answers the research question “Which variations of ‘Dutch identity’ are there for the participants and how does music‐making relate to this?”. Feelings of identity and belonging are shaped by federal policies and micro‐interactions. This article builds on the concepts related to migrant identity and ethnomusicology in the context of two distinct federal integration policies: the White Australia policy (which is characterised by an assimilation policy) and multiculturalism. The findings showed that community music has the potential to bridge generational, gender and class differences. Multiculturalism, enabling the participants to meet and sing in Dutch, empowered them to explore their dual identity as Dutch Australians, intersecting with disability, racial differences, age and education level. This study improves our understanding of the impact of diverse emigration and immigration resettlement policies that form part of the complexities of diverse generations and backgrounds of the Dutch‐Australian diaspora.

Views On Marriage and Love Following Sexual Harassment Experiences: A Moderated Mediation Analysis

Objectives: The current research aimed to explore the mechanism behind sexual harassment experiences and views on marriage and love (ML) among Chinese college students. Methods: 424 college students were recruited to complete the questionnaires about sexual harassment experiences (SH), subjective social status (SES), sexual knowledge (SK), and their views on ML. Results: The results of the moderated mediation model showed a negative association between SH and views on ML, explained through the mediating effect of SK. The negative moderating effect of SES between SH and SK was also found. Conclusion: The findings provide implications for supporting college students who have experienced SH in navigating their future romantic relationships, with the consideration of varied SES backgrounds.

Cross-cultural design in costume: case study on totemic symbols of China and Thailand

Cross-cultural design has emerged as a pivotal domain of significance within the context of globalization. In the field of cross-cultural design, designers are tasked with addressing user requirements and identity characteristic contexts across diverse cultural backgrounds, aiming to achieve enhanced service delivery and cultural dissemination outcomes. Nonetheless, the landscape of contemporary fashion design research exhibits a noticeable dearth in studies that effectively integrate with cross-cultural design. This study selects the iconic cultural symbols of the Chinese loong (dragon) and Thai naga as case subjects, embarking upon research that employs costume design as a medium and bridge for cross-cultural design and communication. The research methodology integrates qualitative and quantitative approaches, including field investigations, participatory research, and Analytic Hierarchy Process (AHP) analysis, thereby substantiating theoretical constructs through empirical investigation. The study proposes that cross-cultural costume design, undertaken with the purpose of cross-cultural communication, can be conceptualized as a cyclical process involving multiple encoding and decoding iterations. The research elaborates on how costume, functioning as a non-verbal language, serve as a medium for facilitating cross-cultural interactions. Furthermore, the design extraction of cultural symbols is approached through a four-tiered framework. By articulating its research perspective, methodologies, and design cases, this study contributes valuable insights to researchers and practitioners engaged in cross-cultural design and related fields.

From “Let Me Show You Something Cool” to “What Do You Notice?” Preparing College Interns for Floor Facilitation in a Natural History Museum

ABSTRACT The use of facilitators to engage visitors in conversations at collections-based institutions has the potential to greatly impact and deepen visitor experience. The job requires the development of complex skills across specific strands of study. In this article, we share details on the strands of study in the training of youth floor facilitators from diverse backgrounds for work in a collections-based museum. This training program has been developed over several years. In this article, we review lessons learned, discuss issues we continue to grapple with, and recommend opportunities for further research for practitioners and researchers.

THE CONTENT OF PROFESSIONAL TRAINING OF FUTURE EDUCATORS TO WORK IN PRESCHOOL EDUCATION INSTITUTIONS IN THE UNITED STATES

This paper provides a comprehensive examination of the content of professional training for future educators preparing to work in preschool education institutions in the United States. It delves into various aspects of the curriculum, highlighting essential components such as child development theories, instructional strategies, assessment techniques, and classroom management practices that are crucial for fostering a conducive learning environment for young children. The study emphasizes the significance of integrating theory with practical experiences. It discusses how hands-on training, including internships and field placements, equips future educators with the skills needed to effectively engage with preschool children and adapt to diverse learning needs. Furthermore, the research underscores the importance of culturally responsive teaching, advocating for a curriculum that reflects the varied backgrounds of children and their families. Additionally, the paper explores the role of collaboration with families and communities, recognizing that strong partnerships are vital for supporting children’s holistic development. It discusses strategies for effective communication with parents and caregivers, as well as the importance of involving them in the educational process. By analyzing current trends and standards in early childhood education, including accreditation requirements and professional competencies, the paper aims to identify best practices for developing skilled educators. It also addresses challenges faced by teacher preparation programs and suggests ways to enhance the quality and relevance of training. Ultimately, this study seeks to contribute valuable insights into the ongoing discourse about teacher preparation in early childhood education, advocating for a well-rounded approach that equips future educators to meet the diverse and dynamic needs of young learners in the United States.

Paying attention to uncertainty: A stochastic multimodal transformers for post-traumatic stress disorder detection using video

Background and Objectives:Post-traumatic stress disorder is a debilitating psychological condition that can manifest following exposure to traumatic events. It affects individuals from diverse backgrounds and is associated with various symptoms, including intrusive thoughts, nightmares, hyperarousal, and avoidance behaviors. Methods:To address this challenge this study proposes a decision support system powered by a novel multimodal deep learning approach, based on a stochastic Transformer and video data. This Transformer has the ability to take advantage of its stochastic activation function and layers that allow it to learn sparse representations of the inputs. The method leverages a combination of low-level features extracted using three modalities, including Mel-frequency cepstral coefficients extracted from audio recordings, Facial Action Units captured from facial expressions, and textual data obtained from the audio transcription. By considering these modalities, our proposed model captures a comprehensive range of information related to post-traumatic stress disorder symptoms, including vocal cues, facial expressions, and linguistic content. Results:The deep learning model was trained and evaluated on the eDAIC dataset, which consists of clinical interviews with individuals with and without post-traumatic disorder. The model achieved state-of-the-art results, demonstrating its effectiveness in accurately detecting PTSD, showing an impressive Root Mean Square Error of 1.98, and a Concordance Correlation Coefficient of 0.722, signifying the model’s superior performance compared to existing approaches. Conclusion:This work introduces a new method for post-traumatic stress disorder detection from videos by utilizing a multimodal stochastic Transformer model. The model makes use of a variety of modalities, such as text, audio, and visual data, to gather comprehensive and varied information in order to make the detection.

Developing and implementing an Einsteinian science curriculum from years 3–10: B. Teacher upskilling: response to training and teacher’s classroom experience

Abstract Recent years have seen a growing interest in modernizing school science curricula to reflect the discoveries in physics since 1900, especially with the recent broad recognition of the importance of quantum physics in the modern world. Much effort has been expended in the development of appropriate teaching instruments for teaching Einsteinian physics in schools, but less effort on the crucial topic of teacher professional development. Successful curriculum innovation requires teacher professional development. This paper reports an analysis of teacher professional development for practising primary and secondary teachers who were upskilled as part of a process for implementing an 8-year Einsteinian curriculum across 38 primary and secondary schools in Australia. Most participants had little prior knowledge of Einsteinian physics. Using self-assessment through questionnaires and interviews, combined with classroom validation, we show that three different professional development programs led to high levels of content knowledge and confidence to teach Einsteinian physics in classes from Year 3 to Year 10. The analysis presented supports our conclusion that it is feasible to upskill teachers from diverse backgrounds in Einsteinian physics and break the cycle that has inhibited the modernisation of school curricula.

The Revolution of Artificial Intelligence in Nursing Education and Practice

As a grade 11 student studying in Modern School, Barakhambha Road, New Delhi, I have been fortunate enough to witness the effects of government policies aimed at integrating children from economically weaker sections (EWS) into mainstream education. While the inclusion of EWS children in schools like ours has been a significant stride towards social equity, there are still several challenges to overcome. Our batch (2011) was the first batch where the EWS quota was implemented by the government. All throughout junior school, I kept hearing from my family that it was the noblest idea to integrate children who come from slightly disadvantaged backgrounds into the mainstream, and how it was only through education and equal opportunities that the children of this country would grow to become fine human beings who could lead the world of the future. I was always taught to treat them with kindness and compassion, but also, at the same time, in an effort to be inclusive, was taught to be careful about not hurting them by making them feel different or pointing out the differences between our upbringings. The presence of EWS children in our school is a testament to the success of policies such as the Right to Education (RTE) Act, which mandates private schools to reserve a percentage of their seats for underprivileged children. This initiative has provided EWS children with access to quality education, creating opportunities for their future. However, the social aspect of integration is an area that still requires attention. One of the most glaring challenges is the lack of interaction between children belonging to higher socio-economic strata and those belonging to the EWS. I have myself been a witness to unequal treatment, even though it was largely inadvertent. This is because schools ask children to engage in activities that may not necessarily be within the means of an EWS household. Activities such as domestic field trips and international exchange programmes challenge even affluent households at times. It is not uncommon to see students from different socio-economic backgrounds form separate social circles. This social divide can have a profound impact on the EWS children, making them feel isolated and unwelcome. Such feelings can further affect their academic performance and emotional well-being. As a student, I believe it is crucial to explore ways to foster better relationships between students from diverse backgrounds.

Multicultural Perspective Design and Implementation Strategies for University Music Curricula

This study explores how to integrate multicultural elements into the design and implementation of university music curricula, aiming to achieve several key objectives. First, it seeks to broaden students’ musical horizons by exposing them to a wider variety of musical genres. Second, it aims to strengthen students’ cultural identity, helping them gain a deeper understanding and respect for their own culture through learning about music from diverse cultural backgrounds. Lastly, the study aims to enhance students’ intercultural communication skills, using music as a medium to foster exchange and collaboration among students from different cultural contexts. By conducting an in-depth analysis of multicultural theories and considering the current state of university music curricula both domestically and internationally, the paper proposes a series of practical design principles and implementation strategies. These insights are intended to offer valuable guidance for the reform and development of music curricula in Chinese universities.

Predictors of climate change literacy in the era of global boiling: a cross-sectional survey of Egyptian nursing students

BackgroundClimate changes have led to health and environmental risks, so it has become essential to measure climate change literacy among the entire population, especially nursing students. The significant role of nursing students in raising public awareness and future healthcare roles emphasizes assessing the predictors of climate change literacy among nursing students.AimsThis study seeks to identify the predictors of climate change literacy among nursing students in A Multi-Site Survey.DesignA multi-site descriptive cross-sectional study adheres to the guidelines outlined in A Consensus-Based Checklist for Reporting Survey Studies collected for five months, from the 1st of July 2023 to November 2023. The study participants comprise 10,084 nursing students from all 27 governments in Egypt. The researcher used the Predictors of Nursing Students’ Climate Change Literacy scale in this study. Data was collected, with 25 min average time to complete. Backward multiple linear regression was used to identify these predictors.ResultsIn the current study, nursing students demonstrated a moderate understanding of climate science (mean score 14.38), communication and advocacy skills (mean score 14.41), and knowledge of adaptation and mitigation strategies (mean score 13.33). Climate health impacts (mean score 17.72) emerged as the domain with the highest level of knowledge. No significant differences in climate literacy were observed across diverse student backgrounds (all p-values were > 0.05). Perceived faculty knowledge of climate change positively correlated with all four domains of climate literacy and emerged as a significant predictor in multiple linear regression analyses (all p-values were < 0.001).Implication.While our findings highlight significant predictors of climate literacy, it is essential to recognize that these results identify associations rather than causal relationships. Based on these associations, it is recommended that nursing professionals be equipped with comprehensive knowledge of climate adaptation strategies to better advocate for and implement effective public health measures.

Young People’s Diversity and Digital Media: A Systematic Review (2010–2022)

Youth is not a homogeneous group. With this motto in mind, YouNDigital aims to study youth, their engagement with news, and digital citizenship dynamics. One of the core elements of the project is a digital newsroom, a space for meeting and exploring digital citizenship and news, considering the significant disparities that characterise individuals in this group. In order to better understand the target groups and to support the decisions regarding the development of the youth-led digital newsroom, the research team carried out a systematic literature review focused on youth, digital citizenship, diversity, and different methodological approaches. This article explores the outcomes of the systematic literature review, particularly delving into the data gathered in one of the subclusters (Diversities). Findings underscore the challenges of inclusivity and diversity and the need for tailored media and digital literacy interventions that consider cultural differences, socioeconomic factors, and evolving technological landscapes. They also highlight the difficulties, as well as the positive results, of using digital tools and strategies to trigger learning and motivational processes for diverse audiences—digital tools that rely on media creation, creativity, critical thinking, and collaboration can promote the empowerment and inclusion of youth from distinct backgrounds, bridging the gap between their realities and citizenship experiences. For research teams, the findings point out that involvement in collaborative, immersive, and participatory processes anchored on sustained literature review processes can encourage distancing preconceptions while bringing them closer to research participants. The article contributes to discussions regarding the potential and the challenges of considering youth’s diverse backgrounds through pillars such as co-creation or inclusive design, and the urgency of mitigating youth social and digital exclusion in order to enhance democratic participation.

Introduction to the special issue, Building a Future for Education Equity Interventions

In this Special Issue of the Journal of Prevention and Intervention in the Community, Building a Future for Education Equity Interventions, we acknowledge how research more often privileges those who write about it versus those who participate in it. The researchers in this special issue identify as women, people from diverse racial and ethnic backgrounds, and international scholars. This special issue shares the work of several authors who provide conceptual and empirical findings demonstrating ways to protect young people’s dignity and those communities marginalized by race, ethnicity, gender, and ability.