Awareness Of Diversity Research Articles

CONTEXTUAL INTERPRETATION OF RELIOGIOUS MODERATION VERSES ACCORDING TO ABDURRAHMAN WAHID

Abdurrahman Wahid (Gus Dur) is recognized as the father of Indonesian tolerance because his ideas reflected wasaṭiyyah (moderate) Islamic values. His progressive approach aims to overcome socio-religious and national problems through contextual interpretation of the Qur’an and birth to a moderate thinking model that aligns with principles of tolerance, brotherhood, and nationalism. Research from the Center for the Study of Islam and Society (PPIM) UIN Syarif Hidayatullah Jakarta shows that a lack of external and internal empathy deficits for Muslims as the majority causes low tolerance. Therefore, it is essential to highlight Gus Dur’s thoughts on religious moderation from his work Islamku, Islam Anda, and Islam Kita. Gus Dur views Islam as a unique experience that should be understood, not forced. Gus Dur distinguishes Islam Anda as an obligation to respect the beliefs and traditions held by a particular community. This research was carried out through a literature study using the content analysis method and Gus Dur’s writings, especially my Islam, your Islam, our Islam. The aim is to revitalize the concept of religious moderation in the style of Gus Dur, who prefers to be called the father of humanity. The result shows Gus Dur’s concept of religious moderation, including awareness of religious diversity, implementing the function of religion for the public good, adopting a nationalist orientation, emphasizing interreligious dialogue, and upholding the principles of justice professionalism, and tolerance.

Actualization Of Catholic Religious Education Values In Realizing Religious Tolerance Among Catholic Students In The City Of Sorong

The type of this research is qualitative-descriptive. Thirty schools located in the city of Sorong, covering primary to secondary education levels, were selected as the research locations. Approximately 35 Catholic religion teachers participated as research informants. Interview, observation, and documentation study techniques were used as methods to collect data. This research aims to examine the implementation and effectiveness of the Catholic Religious Education (PAK) learning process in schools. The researchers then attempted to explore further how schools continuously strive to improve the quality of implementing Catholic Religious Education in schools for fostering attitudes and behaviors of religious tolerance in schools. Through the Catholic Religious Education learning model, students are able to: First, adopt a critical attitude towards various issues related to racism, fanaticism, ethnicity, and repressive aspects in society. Second, conduct studies on various issues stemming from diverse perspectives of religions and other beliefs, thereby fostering awareness of cultural diversity and peace. Third, develop cooperative learning skills and decision-making skills so that students are ready to become good citizens in terms of social and democratic aspects as well as tolerant.

INTERCULTURAL AWARENESS, INCLUSION AND LEARNING EXPERIENCES IN ESP (ENGLISH FOR SPECIFIC PURPOSES) COURSES - STUDENTS’ PERCEPTIONS AND VIEWS

The purpose of this article is to review and examine students’ perceptions and views on intercultural awareness and inclusivity in the context of tertiary education and ESP (English for Specific Purposes) setting. For the purpose of this article, a survey is conducted among students in the ESP groups, consisting of both local and international students, coming from diverse ethnic, national and cultural background. The research aims to explore students’ awareness of inclusion and diversity existing in the groups and students’ awareness of the intercultural similarities and differences. Furthermore, the study aims to explore students’ attitude towards the learning environment in ESP courses and teaching and learning practices which foster students’ intercultural awareness, the necessity of these practices and the ways to improve intercultural awareness and the awareness of the characteristics of diversity and inclusion. Finally, the article will suggest teaching practices which will facilitate inclusivity and promote intercultural awareness in the context of ESP courses.

Evaluation of Allergic Conjunctivitis Prevalence and Attitude Toward Prevention and Control in Saudi Arabia.

Allergic conjunctivitis (AC) is a prevalent ocular condition with a substantial impact on individuals' quality of life. This study aimed to explore the demographic patterns, prevalence, symptoms, awareness, and attitudes associated with AC, while also examining potential associations with gender, age, and region of residence in Saudi Arabia. A cross-sectional study was conducted involving 487 participants. Data was collected through a self-administered questionnaire that included demographic information about AC prevalence, symptoms, attitudes, and awareness levels. Statistical analyses, including chi-square tests, were employed to examine associations between variables. The study revealed a prevalence of AC (89, 18.3%)with common symptoms being eye redness (73, 82%) and itching (73, 82%). Participants displayed diverse awareness levels, with (376, 77.2%) correctly defining AC. The majority demonstrated either a good (230, 47.2%) or insufficient (196, 40.2%) attitude, while 54 (11.1%) had a sufficient attitude, and 7 (1.4%) exhibited an excellent attitude and awareness. Significant regional disparities were observed, impacting both prevalence and attitudes. While no gender differences were noted, the age group of 31-40 displayed a higher prevalence. In this study, among 487 participants, the prevalence of AC was found to be 89 (18.3%). Meanwhile, attitude levels varied, with the majority demonstrating either a good or insufficient attitude. This provides valuable insights into the prevalence, symptoms, and awareness of AC in our population. The regional disparities underscore the need for tailored interventions addressing specific geographical contexts. The findings contribute to the broader understanding of AC, emphasizing the importance of targeted education and regional considerations in managing and preventing this condition.

Learning from the streets: a state-of-the-art review about Linguistic Landscapes and Global Citizenship Education

In this article we discuss how Linguistic Landscapes (LL) as a pedagogical tool can be applied in the framework of Global Citizenship Education (GCE). We explore the pedagogical use of LL, which are the visible representation of multilingualism and diversity in public spaces, and their role for GCE practices. Research about LL has revealed their potential to support the development of students’ critical awareness of diversity, empathy towards culturally and linguistically diverse others, and agency for Social Linguistic Justice. The article emphasizes the synergistic relationship between GCE and LL. Through a comprehensive state-of-the-art literature review in both fields, in this article we argue for the potential of using LL as a pedagogical tool to promote GCE. Our conclusions underscore the potential of LL as a pedagogical tool that can support students to become critically informed, empathetic, and actively engaged global citizens, thus contributing to a more sustainable world.

Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences

ABSTRACT Although diversity in the classroom offers new opportunities for learning and can be a source of inspiration, teachers often experience a diverse student population as challenging. Teachers at five primary schools engaged in a professionalisation trajectory, in which teacher learning teams, supported by researchers, developed educational approaches for making use of the diversity in the classroom, and thus improving the teachers’ diversity competences. Starting point was the notion that diversity is a positive and multidimensional phenomenon. The professional development approach chosen was a combination of Experiential learning, Social learning and Theoretical learning (EST learning). We investigated to what extent and how this EST professional development approach contributed to an increase in teachers’ diversity competences. Members of the learning teams (N ≈ 20) completed questionnaires, and repeated interviews were conducted. Different trajectories originated, which mainly differed by the starting point chosen: experimenting, exchanging experiences, or reflecting on and translating theory. The most important learning outcome was awareness of multidimensional diversity in the classroom. For the participants the learning team was the most important source of (social) learning in this. Future research should examine how theory as a source for learning can take shape more effectively.

CULTURAL COMPETENCE IN EDUCATION: STRATEGIES FOR FOSTERING INCLUSIVITY AND DIVERSITY AWARENESS

Cultural competence in education has emerged as a critical area of focus in contemporary educational discourse, aiming to create inclusive learning environments that celebrate diversity and promote equitable opportunities for all students. This review explores strategies for fostering inclusivity and diversity awareness within educational settings. The foundation of cultural competence lies in recognizing and respecting the cultural backgrounds, experiences, and identities of students, educators, and communities. Through culturally responsive teaching practices, educators can leverage students' diverse backgrounds to enhance learning experiences. This involves incorporating culturally relevant content, perspectives, and instructional approaches that resonate with students' lived experiences. Furthermore, building cultural competence requires ongoing professional development for educators. Training programs and workshops can enhance educators' understanding of cultural diversity, unconscious biases, and strategies for creating inclusive classrooms. Additionally, fostering partnerships with community organizations and engaging families from diverse backgrounds can enrich the learning environment and strengthen cultural connections. Institutional commitment to cultural competence is crucial for systemic change. Educational policies and curricula should reflect a commitment to diversity, equity, and inclusion. School leaders play a pivotal role in creating a culture of respect and valuing diversity among students and staff. Moreover, technology can be harnessed to promote cultural competence through virtual exchange programs, multicultural digital resources, and online forums for intercultural dialogue. Fostering cultural competence in education requires a multifaceted approach encompassing curriculum development, educator training, community engagement, and technological innovation. By embracing cultural diversity and promoting inclusivity, educational institutions can cultivate environments where all students feel valued, respected, and empowered to succeed.
 Keywords: Education, Cultural, Competence, Inclusivity, Diversity, Awareness, Review

Embodied essentialism in the reconstruction of the animal sign in robot animal design

Robot animals are important for the interpretation of the biological world. In this paper, I show that specific design solutions for robot animal signs usually privilege the overall perception of biological systems (and animal signs in general) as machinic entities, which ignores the role of identity self-generation and sustainability, the hallmark of biological signs. Animal signs are semiotic systems that operate roughly on three subsystems: affordance mapping (related with niche construction and embeddedness), essence categorization, displaying co-enabling relations within the animal system, and sensorimotor autonomy. Of these interrelated systems, the first two are commonly associated with robot animal design and conceptualization, whereas the third one suffers from the unsolved AI design problem of engineering true context-dependent sensitivity. As a result, a semiotic blindness toward biological organisms has derived in dissociated perceptions of robot animals as objects that emulate their biological counterparts through both biomorphic affordance design (biomorphism) and bioinspired task completion. Robot signs are thus confined to the realm of techno myths populating experimental settings narratives, which contributes to a diminishing awareness of biological diversity and animal uniqueness for the construction and preservation of the Umwelt.

Enhancing Cultural Diversity Awareness in International Educational Settings: A Case Study of Qujing Normal University's International Exchange Office

Enhancing Cultural Diversity Awareness in International Educational Settings: A Case Study of Qujing Normal University's International Exchange Office

Mc-TCIM: the integration of Aboriginal and Borneo traditional crafts in visual arts education

Multicultural Traditional Craft Interactive Module (Mc-TCIM) enhances culturally responsive pedagogy in secondary school Visual Arts Education (VAE). The study’s objectives are to determine teachers' acceptance of developing interactive multicultural traditional craft modules as a teaching method. It justifies their classroom use, promoting diversity awareness and appreciation. Through survey analysis, it assesses teachers' opinions, perceived benefits, and challenges in integrating these modules. Aimed at creating effective pedagogical tools, this research clarifies instructors' acceptance levels to support cultural diversity, enhance learning experiences, and foster inclusive educational practices.

Proactive Strategies for Breaking Barriers: Advancing Justice Initiatives in Speech-Language Pathology for Diverse Populations in Voice Management and Upper Airway Disorders

Purpose: This clinical focus article examines the importance of justice, equity, diversity, and inclusion (JEDI) initiatives in the field of speech-language pathology, particularly in the context of voice management and upper airway disorders. Method: We begin by acknowledging the growing focus on JEDI-related strategies, such as supporting students from diverse cultural backgrounds, measuring clinician competence in working with diverse clients, and increasing awareness of cultural and linguistic diversity in patient populations. We emphasize the need for both individual and systemic efforts to develop competence in JEDI initiatives. However, challenges exist in developing culturally responsive materials and documentation at a macro level, including the lack of research and resources in understanding the needs of diverse patient populations in voice and upper airway disorders. The clinical focus article highlights the absence of demographic data related to cultural and linguistic diversity in this field and discusses the challenges in developing language-specific materials, culturally relevant assessment tools, and therapeutic interventions aligned with cultural values and standards. Limited funding and resources further impede progress in JEDI initiatives and the development of tailored intervention models. Recognizing the impossibility of accounting for every unique intersectionality, the clinical focus article offers foundational steps toward creating an inclusive space and providing culturally responsive health care. It specifically focuses on gender-inclusive care, diagnostic considerations for socially linguistically diverse individuals, and addressing issues of clinical ableism. Conclusion: The clinical focus article aims to identify and expand upon current resources for culturally responsive practice in the American Speech-Language-Hearing Association, particularly in the context of voice and upper airway disorders.

Video research in language classrooms: activities and target language use in early language learning

ABSTRACT A compulsory foreign language in Finland starts now in Grade 1 instead of Grade 3. The change has forced teachers to adopt new teaching methods. As young learners are not yet literate, teaching should focus on oral skills and awareness of diversity. Video data from 19 early foreign language lessons of five English, German, or French teachers in Grades 1 and 2 were analyzed to investigate what methods and activities were employed and how the target language was used. The teachers used various engaging, multisensory activities that were mostly teacher-led and done together with the whole class. Two teachers used plenty of target language while three used mostly Finnish. Besides singing, pupils generally produced single target language words while prefabricated longer expressions were rarer. It is important for teachers to consider activities from the perspective of language use so that pupils’ exposure to and practice of the target language are maximized.

Indigenous Tribals - The Vanguards of Environment – A Close Study of the Oscar-Winning Documentary: The Elephant Whisperers

The creative and destructive both the powers lie in the womb of Mother-Nature. None other than the Mother Nature has the power to withstand the onslaughts of industrialization, capitalism, corporate world etc. The Mother-Nature belongs to each one of us. We all are the part and parcel- the children of the Planet. But the vice-versa action of using and giving to the Mother-Earth is apparently and powerfully visible in the life-style, culture and devotion of Indigenous Tribal folks of India’s various regions. The proposed research article is an effort to bring into focus the Oscar winning Documentary – The Elephant Whisperers. The research paper aims to explore the perspectives of indigenous tribal people in the conservation of ecology, selflessly devoted to save animals who form the essential backbone of our environment. The short film raises the larger issue around Asian elephants losing their habitat due to climate change and human encroachment. Capturing the cultural diversity awareness, bounteous Mother-Nature of the tiny region of South India, and the sense of responsibility towards the environmental concerns raise the significant sentiment of respecting indigenous tribal folks, animals, and our bio-life. Thus, the research paper is an attempt to signify the documentary as a mouthpiece to highlight the space we share with animals and the tribal wisdom.

Pembelajaran Terintegrasi di SMP: Menghubungkan Disiplin Ilmu Dan Membentuk Pemahaman Holistik

Integrated learning helps students understand disciplines holistically, such as integrating history into mathematics education, combining physics concepts and information and communication technology (ICT), integrating religious knowledge with social subjects, and applying sports knowledge in learning. The journal also highlights the important role of foreign languages in the understanding of science and the relationship between art and natural science. The integration of science not only enhances students' understanding of mathematical principles and ICT skills, but also shapes their character, develops an understanding of social and spiritual values, and increases awareness of cultural diversity. Through the integration of knowledge, students can be ready to face future challenges with a broader perspective. The method of data collection in this journal is carried out through an approach that utilizes relevant sources, ensuring the accuracy and linkage of data with the research subject..

Women and the Social Resilience in Post-Conflict Areas of Lampung

Lampung Province has several areas which are allegedly conflict-prone areas that have disturbed the social life of the community and have also endangered the lives and property of the victims. In this case, women have a very crucial role, especially in creating social resilience after conflict. This research examines women's strategic role in building post-conflict social resilience in Lampung Province. This research was qualitative research with interviews, observation, and documentation as data collection techniques and source triangulation to test the validity of the data. The results of the research showed that women have a very crucial role in developing post-conflict social resilience in Lampung Province, namely the strategic role of women in the family includes active participation in improving the quality of life and the family economy, educating and instilling the values of tolerance and awareness of diversity in children and increasing insight and awareness of the role of women through participation in social and religious activities. Furthermore, the role of women in society is to support and play an active role in the implementation of social activities, increase the frequency of togetherness activities as a forum for interacting and communicating with each other in differences as well as holding and playing an active role in social activities that are neutral in nature, without being based on ethnic or religious elements. In conclusion, by optimizing the role of women, social resilience in society can be created.

Nilai-Nilai Indigenous Bali dalam Praktik Konseling Multikultural

Multicultural cultural values are a strong foundation to be believed and important in the development of the world of Guidance and Counseling, especially in multicultural counseling practices. The cultural diversity that exists in Indonesia is very appropriate when counselors are able to explore and implement cultural values in counseling practices. One of the cultural values that can be used is to combine the concept of Balinese cultural values based on the beliefs of ancestors since ancient times which are religious through stories and meanings implied from generation to generation in the use of Tridatu thread bracelets and provide a special feel, especially for Hindus. The research method used is a qualitative description method by collecting library data, reading and recording and processing research materials then presenting them and drawing conclusions from the data obtained regarding the use of the Tridatu Bracelet. The thread used for Tridatu is not an ordinary thread. Before being given to the people, the thread has certainly gone through a ritual process first so that it has a deep meaning and philosophy. Hindus believe that the Tridatu Bracelet has the power of God Hyang Almighty as the creator, maintainer, and smelter. Counselors as implementers of counseling must really have an awareness of the cultural diversity that exists. Then the counselor should have good competence in multicultural coverage, namely awareness, knowledge and skills.

Efforts toward Gender Equality and Diversity in the Japanese Society for Neuroendovascular Therapy.

The Japanese Society for Neuroendovascular Therapy (JSNET) is a diverse subspecialty society based on four basic fields and is continuously growing with the advancement of neuroendovascular therapy. Despite a recent increase in the proportion of female members, awareness of diversity within JSNET remains inadequate. To foster a more mature and inclusive society, we established the JSNET-Diversity Promotion Committee in 2021, which has actively engaged in various initiatives aimed at promoting the inclusion of minorities such as female physicians as well as minority fields. Our objective is to continue in our initiative, anticipating that JSNET will evolve into an even more ideal organization in the future.

Diversity of Learners, their Special Learning Needs and Inclusive Education: Perspectives of Teachers in Public Secondary Schools in Kwara State, Nigeria.

The study was aimed at building knowledge base for addressing learners’ special learning needs and for promoting inclusive education. The purpose of the study was to provide a rich description of public secondary schools’ teachers’ perspectives on their learners and on inclusive education. The study adopted quantitative design to investigate teachers’ awareness and knowledge of diversity of learners in their classrooms, including the teachers’ understanding of their learners’ special learning needs as well as the teachers’ perspectives on their experiences with implementation of inclusive education The population for the study comprised all teachers in public secondary schools in Kwara State, Nigeria, and by convenient sampling method drew a sample of one hundred and forty-five teachers. The instrument for data gathering was a questionnaire which contained descriptive statements responded to by respondents who indicated their degrees of agreement on a four-point; liker-type scale. Data collected were analysed and with the use of the descriptive statistics of percentage frequencies and mean response scores to answer the research questions and to arrive at the achievement of the study objectives. The results revealed that teachers involved in the study were generally aware of learners’ diversity in their classrooms. To strengthen this awareness, the teachers also indicated their knowledge regarding the manifestations of the diversity in terms of the learners’ ability and activity levels as well as behavioural tendencies. Teacher-respondents reported some learners as gifted and talented, some as more active than others, some aggressive or withdrawn in behaviors, some with speech and language difficulties as well as auditory, visual and orthopaedic impairments, while some are with other disabilities. The results of the study have implications for pre-service and in-service training of teachers as well as better structuring of schools’ physical infrastructure in order to promote better access, participation and belongingness for pupils with disabilities.

Cultural Diversity and Students’ Learning Outcomes in Social Science

This study investigates the levels of cultural diversity, learning outcomes in social sciences, and the differences in cultural elements across colleges of the graduating students at Central Philippines State University-Main Campus, Kabankalan City, Philippines. This research problem addresses the need to explore how students' awareness of cultural diversity within their classrooms impacts their academic achievements, particularly their adaptability to diverse learning environments. It also highlights the gap in understanding whether and how culturally responsive teaching strategies can positively affect academic performance, suggesting further investigation to generalize findings and enhance inclusive, effective learning environments. This descriptive-correlational study was designed to establish the relationship between cultural diversity and learning outcomes among 361 students across key areas in Social Sciences. The primary data were derived from examinations administered to the students to assess learning outcomes. A questionnaire consisting of ten-item statements for each component was administered to test the students' levels of cultural diversity. The largest number of respondents was from respondents in the College of Teacher Education, while the lowest number of respondents was from the College of Forestry. The diversity of cultural expressions among colleges manifests the heavy influence of academic settings in the design of students' cultural understanding. The study showed the necessity of more proper cultural diversity training at some colleges, such as Business Education and Teacher Education, where the knowledge of norms and values must be reinforced. The outcomes represented that students from the various colleges are exposed to a good understanding of cultural diversity, although aspects like cultural values and beliefs require improvement. Intercorrelation between the exposure to cultural diversity and the consequences implies that students' views, particularly the social sciences views, grow through greater exposure to cultural diversity.

Only two in five pregnant women have adequate dietary diversity during antenatal care at Hiwot Fana Specialized University Hospital in Eastern Ethiopia.

Dietary diversification is a sustainable and appealing strategy for pregnant women to ensure a balanced dietary intake. In Ethiopia, despite the implementation of various nutritional initiatives, inadequate dietary diversity remains a significant factor contributing to adverse birth outcomes. Thus, this study aimed to assess the dietary diversity and associated characteristics among pregnant women attending antenatal care in Eastern Ethiopia. Institution-based cross-sectional study was conducted from April 28 to May 28, 2021. A total of 420 pregnant women were selected using a systematic random sampling technique. We used the adjusted odds ratio (AOR) and a 95% confidence interval to estimate the strength of the association. We used a p-value of 0.05 to declare statistical significance. Only 35.0% (95% CI: 30.5, 39.5) of the 420 pregnant women involved in this study received appropriate dietary diversity. Having an educational level of college and above (AOR 3.01, 95% CI: 1.19-7.5), being an urban dweller (AOR = 3.57, 95% CI: 1.68-7.52), eating three meals and above (AOR = 7.62, 95% CI: 2.88-9.03), and having ≤4 family sizes (AOR = 9.33, 95% CI: 4.06-10.4) were significantly associated with an adequate dietary diversity score among pregnant women. This study found that pregnant women had inadequate overall consumption of a diversified diet. Increasing meal frequency, enhancing women's education, raising awareness of dietary diversity among rural inhabitants, and offering counselling on family planning utilisation during ANC services are all beneficial in promoting dietary diversity among pregnant women.