A Cohort Study of Statin Prescribing Among the Uninitiated Before and After the 2013 ACC/AHA Guideline Change by Race, Ethnicity and Language.

Despite the heightened mental health challenges amid rising Anti-Asian sentiment, Asian Americans have significantly underutilized mental health services, a trend that persisted even before the COVID-19 pandemic. Although considerable efforts have been made to understand how various factors are related to mental health service use in this population, research integrating these multiple factors in a single study, with a specific focus on ethnic disaggregation, remains limited. Using a cross-sectional Study of Filipino and Korean American young adults (Mage = 21.37, US-born = 65.03%), we examined the combined impact of individual, familial, and ethnic-cultural, immigrant, and racial stereotype factors on their mental health service utilization through hierarchical logistic regressions. Depressive symptoms, being female, and less stigma associated with mental health care were significantly associated with more service use regardless of ethnicity. Notably, primarily speaking English or both English and ethnic language equally at home (as opposed to an ethnic language) was significantly associated with more service use among US-born Filipino Americans. Conversely, the internalized model minority stereotype was significantly associated with less service use among Korean Americans. This study underscores the importance of developing effective mental health interventions tailored to both shared and unique determinants within diverse Asian American populations.

This article analyzes the television program Ghevan , broadcast by the Sakha National Broadcasting Channel as an effective tool for preserving the linguistic and cultural identity of the indigenous peoples of the North. Ghevan plays an important role in popularizing and preserving the languages and cultures of the indigenous peoples of the North through the creation of content in the Yukaghir, Evenki, and Even languages. The aim of the study was to examine the genre and thematic diversity of materials broadcast on Ghevan . The subject of the study was materials aired on the Ghevan television program on the Sakha NBC television channel. The study applied continuous sampling, descriptive methods, classifications, and quantitative calculations. The study identified quantitative (total number of programs in ethnic languages for the entire period, programs in ethnic languages) and qualitative characteristics (genres, topics). From 1993 to 2025, approximately 2,816 programs were broadcast, including in the Yukaghir language (~ 15%), the Evenki language (~ 40%), and the Even language (~35%,). All programs can be divided into genres such as essays, documentaries, reports, interviews, and television lessons in the languages of the indigenous peoples of the North. Key themes of the programs: 1) Reflection of the traditions and folklore of the indigenous peoples of the North; 2) Preservation of endangered languages and cultures; 3) Film archives as a mechanism for preserving historical memory; 4) Cinema as a method of cultural analysis. The television program Ghevan is a unique example of a media product aimed at preserving ethnocultural heritage. For its further development, a number of organizational and financial issues must be resolved, which will strengthen its role in preserving the languages and cultures of the indigenous peoples of the North.

Exploring patient-provider communication experiences of Asian Indian patients in the United States: A scoping review.

Background and Objectives: Thailand’s educational reform emphasizing decentralization and area-based management has highlighted the need for culturally responsive leadership approaches. Northern Thailand serves over 935,000 students from ethnic and indigenous groups including Karen (44.8%), Hmong (16.2%), Akha (8.5%), and 50+ other ethnicities, alongside over 145,000 stateless students and migrant workers’ children. With more than 70 local and ethnic languages represented in Thai schools, principals face significant challenges managing culturally responsive education. This qualitative research aimed to: 1) study perspectives and life experiences of school principals demonstrating culturally responsive educational leadership; 2) analyze actual practices reflecting this leadership approach; and 3) develop comprehensive recommendations for transforming educational leadership paradigms. Methodology: The study employed a qualitative descriptive-interpretive approach with multiple case sites over six months (January-June 2024). Twenty principals were purposively selected, eachwith at least five years ofexperience managing culturally diverse schools and demonstrated achievements in culturally responsive education. Demographics: 60% male, 40% female; ages 45-60; 75% master’s degrees, 25% doctoral; 80% specialized in educational administration; averaging 12.5 years principal experience. Schools varied: 55% small (<119 students), 35% medium (120-719), 10% large (720-1,679), across seven northern provinces. Schools served diverse populations: Thai lowlanders (100%), Karen (60%), Hmong (50%), Akha (40%), Lahu (30%), Tai Yai (25%), Tai Lue (20%). Data collection included in-depth interviews (45-60 minutes, 12 follow-ups), systematic observation (2-3 visits per school, 4-6 hours each), and document analysis (174 documents, 8-9 per school). Content analysis generated 150 initial codes refined into 28 subcategories through constant comparative analysis with triangulation. Main Results: Successful principals demonstrated three characteristics: 90% viewed cultural diversity as social capital, 70% had personal diversity experience, 95% were motivated by educational equity. Five leadership dimensions emerged: creating diversity-conducive environments (anti-discrimination policies 100%, cultural corners 90%, multilingual signage 80%); developing culturally responsive curriculum (local curricula 95%, bilingual teaching 80%, flexible assessment 70%); building community collaboration (parent networks 100%, community experts 95%, inclusive committees 90%); developing teachers’ cultural competencies (multicultural training 90%, diverse learner strategies 85%, study visits 75%); implementing continuous assessment (stakeholder evaluation 85%, culturally responsive indicators 80%, context-appropriate criteria 75%). Success factors included clear vision (90%), community cooperation (95%), and sustained commitment (85%). Primary challenges included: resource limitations (90%), personnel shortages (85%), and attitudinal barriers (80%). Discussions: Findings aligned with international asset-based diversity research while demonstrating unique contextual adaptations to Thailand’s multicultural landscape. Notably, exceptionally high community collaboration implementation rates (80-100%) suggest Thai principals developed uniquely effective culturally responsive engagement approaches surpassing Western contexts. The tension between centralized educational policies and localized culturally responsive approaches emerged as a significant systemic challenge, reflecting the broader centralization-localization dilemma documented in Southeast Asian education systems. Conclusion: Educational leadership paradigm transformation recommendations encompassed five interconnected areas: developing leaders’ asset-based mindsets valuing diversity, creating supportive policy systems, implementing culturally integrated curriculum frameworks, enhancing personnel cultural competencies, and establishing continuous assessment practices. These recommendations collectively offer promising pathways for Thai education to more effectively serve its diverse student populations while respectfully leveraging cultural differences as valuable educational assets.

This article investigates the management of the inclusion of people with disabilities in indigenous schools in Maranhão, highlighting innovative practices, pedagogical methodologies, and challenges faced within the context of intercultural special education. The analysis employs a qualitative approach with multiple case studies, involving documentary analysis, semi-structured interviews with school administrators, teachers, and indigenous leaders, as well as participant observation in selected schools. The study explores aspects related to the articulation between public inclusion policies and indigenous school management, identifying local barriers, advances, and solutions. It emphasizes the importance of interculturality and bilingual education, as well as the potential of digital technologies to expand accessibility and participation of students with disabilities in indigenous school settings. The research reveals the scarcity of specialized training for educators, limitations in infrastructure, and persistent challenges in creating educational environments that respect cultural diversity and the inclusive needs of indigenous peoples. Through the use of tables, charts, and frameworks, the study compiles data on ethnic groups, villages, languages, cultural values, and inclusion experiences, proposing innovative guidelines for school management and public policies in the region. The article contributes to the scientific discussion on inclusive indigenous education, highlighting the essential role of qualified and contextualized school management and suggesting pathways for advancing inclusion in indigenous territories in Maranhão.

Ethnic minority language maintenance from a sociopolitical multilayered perspective: the mongolian case in Northeast China

Background: In consideration of the central role of motivation to academic (and other) outcomes, the present study is part of a larger two-year project wherein we apply race-reimaged/race-focused perspectives to examine the ways ethnic studies promote motivation outcomes for Latinx youth. In the first year of the project, we examined curiosity as a central outcome in ethnic studies English language arts courses. Here, we focus on findings from the second year, which included social studies classrooms and a focus on self-regulation—a term that describes the behavioral, affective, motivation, and metacognitive processes that play a role in an individual’s efforts to pursue goals. Focus of Study: the research questions we examined in this study focused on the extent to which SDT was related to Latinx high school students’ self-regulation and examined how ethnic studies courses foster self-regulation through support of psychological needs reflected in SDT. We hypothesized that the race-reimaged and race-focused domains of SDT would predict self-regulation and that Latinx students in ethnic studies courses experience enhanced opportunities for autonomy, belonging, ethnic identity, and competence. Research Design: Using a qualitative-dominant sequential explanatory mixed methods design that consisted of two phases, we began with the administration of student surveys (collected in late fall and early spring of the academic year) that reflect the domains of SDT, as well as ethnic identity, for quantitative analyses. We build on the initial findings using qualitative methods that involved a subset of student interviews chosen by purposive extreme-case sampling based on self-regulation scores for students across each teachers’ classrooms during the second phase. Conclusions: Findings revealed significant paths among’ autonomy, ethnic identity, competence and students’ self-regulation. Moreover, both autonomy and ethnic identity were partially mediated by student belonging, which was found to be significantly and directly related to students’ self-regulation. Consistent with self-determination theory, there were medium to large effects in the relationships (r = .28 to .62) among autonomy, ethnic identity, and competence. Qualitative findings corroborated the paths and indicated that aims to promote student ethnic identity is a salient feature of ethnic studies classes that can support students’ motivation. Implications for future research are discussed.

The integration of technology in the preservation and empowerment of the Tidung ethnic language represents an approach aligned with contemporary technology-based education. This study outlines the use of the ADDIE instructional design model in developing the interactive media application i-Tidung, designed to support the preservation and learning of the Tidung language in Sabah. The application was created following the five core phases of the ADDIE model, which are analysis, design, development, implementation, and evaluation. The study employed a 200-word Swadesh list as its primary dataset, with each transcribed entry annotated with its meaning for integration into the application. The i-Tidung application focuses on five key components of language learning: (i) oral communication, (ii) print awareness, (iii) phonemic and phonetic skills, (iv) narrative comprehension, and (v) basic writing skills. Additionally, knowledge-based quizzes were developed using the collected data. The application targets young Tidung speakers under the age of 18, aiming to strengthen their linguistic competence and cultural identity. Consequently, this interactive media application serves as both a resource and documentation for the Tidung ethnic language in Tawau, Sabah, while contributing to its sustainability and revitalisation

The relevance of this study is due to the growing interest of modern Russian literary studies in the works of national (transcultural) authors who write in Russian rather than their native (ethnic) language, and in the specifics of psychologism in their Russian-language works. The article examines the poetics of psychologism in the short Russian-language prose of Zinaida Fyodorovna Katkova, a Mari writer of the second half of the 20th century, based on six of her short stories published between 1958 and 1979: "The Stranger" (1958), "The Return" (1964), "Little Samar" (1969), "Help Me Fall in Love with You" (1972), "The Unexpected Guest" (1975), and "For the Sake of Love" (1979). These stories have never been the subject of special literary analysis in regional or national studies, either in terms of psychological analysis or in any other aspect. The work uses a system-typological method, a comparative-historical analysis, and an in-depth textual analysis aimed at identifying the artistic features of psychologism in Zinaida Katkova's short Russian-language prose. Based on the analysis of Zinaida Katkova's short stories from different years, the article traces the evolution of psychologism in her Russian-language prose, from socially conditioned psychologism to existential psychologism. The article reveals the special role of artistic details in the short prose of a Mari writer in revealing the inner world of characters, and analyzes specific techniques for creating psychological portraits. The author pays great attention to the compositional features of the stories and the speech characteristics of the characters as means of psychologizing the narrative. It is concluded that Zinaida Katkova's work is of significant interest for studying the specifics of psychologism in the Russian-language prose of national authors and deserves further careful research as an original artistic phenomenon that organically combines the traditions of the Russian psychological school and the national worldview.

Race, ethnicity, and language association with Undertriage in Pediatric emergency medicine.

Factor structure of food and physical activity parenting practices among US fathers by ethnicity and survey language: a cross sectional study

Assessing cognitive performance across diverse ethnic groups in Indonesia poses a challenge due to the multitude of ethnic groups and their languages. Compounding this issue is the absence of distinct cultural norms for assessment measures. This study explored the effects of spoken language differences between five ethnic groups in Indonesia on three commonly used language tests. The ultimate objective was to determine whether new norms that incorporate Indonesian ethnic groups are warranted, akin to established practices for demographic factors such as age, and years of education. A dataset comprised of 690 individuals across five ethnic groups assessed in Bahasa Indonesia was used to examine performance differences on the Indonesian Boston Naming Test (I-BNT), a phonemic verbal fluency test, and the Token Test, and the role of spoken languages, at home and in public. Medium-sized ethnicity and small spoken language effects were observed with a Multivariate analysis of covariance, along with large education, medium age, and small sex effects in performance. In particular, the I-BNT and the fluency test showed opposite ethnic differences. The variations in these differences across ethnic groups suggest that multiple factors contribute to the observed score disparities. It can be concluded that the study's findings underscore a need to develop new norms for two of the three language tests for different ethnic groups. Future research will be imperative to determine if there may be performance differences in other cognitive domains to warrant further adaptations of the Indonesian norms.

本研究聚焦于民族地区青年在非物质文化遗产传承中的角色与困境，以西藏自治区珞巴族口头传统为田野调查对象。研究发现，随着现代化进程的加速，非遗的生存土壤逐渐弱化，传承断代危机日益凸显。珞巴族作为人口较少民族，其口头传统主要依靠口耳相传，缺乏文字记录，传承方式较为脆弱。青年一代在传承中面临诸多角色冲突与困境：一方面，时间冲突显著，青年多接受现代教育，难以长期投入非遗传承；另一方面，角色内冲突突出，部分青年对本民族非遗认同感不强，民族语言传承困难，导致口头传统面临断层风险。此外，社会环境的变迁也对非遗传承造成冲击，如文化市场的商业化需求与传统技艺的保护之间的矛盾。尽管如此，仍有部分青年积极投身于非遗传承，通过现代教育和互联网技术，成为民族文化传承与传播的“新传人”。本研究通过角色理论分析，探讨如何从社会和社区层面调适冲突，化解矛盾，为民族地区非遗的可持续传承提供理论支持和实践路径。This study focuses on the role and dilemma of youth in ethnic regions in the inheritance of intangible cultural heritage (ICH), taking the oral tradition of the Lhoba ethnic group in the Tibet Autonomous Region as the field research object. It is found that with the acceleration of modernization, the living environment for ICH has gradually weakened, and the crisis of intergenerational inheritance discontinuity has become increasingly prominent. As a small-population ethnic group, the Lhoba’s oral tradition relies mainly on oral transmission without written records, making its inheritance mode relatively fragile. The younger generation faces multiple role conflicts and dilemmas in the inheritance process. On the one hand, there is a significant time conflict: most young people receive modern education and find it difficult to invest in ICH inheritance for a long time. On the other hand, intrapersonal role conflicts are prominent: some young people have a weak sense of identity with their ethnic ICH, and the inheritance of ethnic languages is challenging, leading to the risk of discontinuity in the oral tradition. In addition, changes in the social environment also impact ICH inheritance, such as the contradiction between the commercial demands of the cultural market and the protection of traditional crafts. Nevertheless, some young people are still actively engaged in ICH inheritance, becoming "new inheritors" of ethnic cultural inheritance and dissemination through modern education and Internet technology. Through the analysis of role theory, this study explores how to adjust conflicts and resolve contradictions at the social and community levels, providing theoretical support and practical paths for the sustainable inheritance of ICH in ethnic regions.

Indonesia is a country that has a diversity of ethnic races, religions, cultures and languages. Differences in entities allow social disintegration between individuals and groups. This can be prevented through social capital owned by multicultural communities in Kampung Jawa. This study aims to understand the role of social capital in shaping inter-ethnic harmony and integration in preventing conflict in the Javanese village in Wanasari Hamlet. The theory used in this research is social capital proposed by Fukuyama and reinforced by Pierre Bordieu. The method used is a qualitative method with a descriptive approach. Data collection was carried out through the observation stage of interviews and documentation with research subjects selected using purposive sampling. The results of this study explain that the Javanese Village Community with different ethnic backgrounds can live side by side and the social capital that is present to control conflicts include trust through a cultural approach, prevailing community norms, social networks that strengthen solidarity and community participation in various activities. These three components foster positive values in the Kampung Jawa community such as the value of togetherness, cooperation and reciprocal relationships in terms of goodness among the community. Thus, social capital plays an important role in fostering harmony, maintaining positive relationships and minimizing conflict.

Language documentation is a crucial step in preserving the linguistic heritage of ethnic groups, especially for endangered languages such as Bisaya in Beaufort, Sabah. Language is not only a means of communication but also a reflection of a community’s identity, values, and culture. Although Bisaya is still spoken within the local community, challenges such as social changes, dominance of mainstream languages, and technological advancements threaten its continuity, particularly among younger generations. Therefore, the E-Gayad Mabalut Glossary was introduced as a digital documentation initiative involving active participation from the Bisaya community, aiming to facilitate easier and more interactive use of the language by the youth. This project focuses not only on vocabulary collection but also on empowering the community to identify, verify, and enrich the glossary content based on real-life usage contexts. This study takes the form of a concept paper that explores three main themes: language documentation, community involvement, and the application of technology in ethnic language preservation. It also examines key challenges such as the lack of written materials, difficulties in maintaining semantic accuracy, and limited access to technology in rural areas. Additionally, empowerment strategies such as user-friendly digital platforms, academic institutional support, community training, and raising public awareness of the importance of mother tongue are discussed as ways to overcome these obstacles. Overall, the E-Gayad Mabalut Glossary not only contributes to the preservation of the Bisaya language but also serves as a strategic model for community-based digital language documentation. Through an inclusive and collaborative approach, this project symbolizes the empowerment of the identity and cultural heritage of the Bisaya community in Sabah.

Indonesia is a country with extraordinary diversity (megadiversity) that includes ethnic groups, languages, and religions. This diversity is a gift from God that must be preserved in order to achieve national unity and integrity. As an effort to strengthen religious moderation, community service activities are carried out that focus on strengthening the understanding of religious moderation for Madrasah Aliyah teachers based in Islamic boarding schools. The community service program uses the Community-Based Participatory Research (CBPR) method, an approach that emphasizes empowerment, collaboration, and social change by involving the community as partners and agents of change. It was carried out in the Sabilil Muttaqin Islamic boarding school in Pangandaran Regency, involving 50 representative teachers from Islamic high schools based in Islamic boarding schools. This two-day workshop was also supported by the Pangandaran Regency Religious Harmony Forum and various related stakeholders. The results of the activity showed the importance of increasing teachers' knowledge of religious moderation to be integrated into the learning process. Participants were also expected to be able to develop an action plan to convey the values of religious moderation to students, creating a generation that is moderate, tolerant, and harmonious in diversity.

The article analyzes the problem of compiling dictionaries of ethnic cultural concepts. Such dictionaries are currently almost absent in Russian scholarship. To address this issue, the following tasks are undertaken: to examine debated fields within Russian linguoculturology, to clarify the contribution of concept dictionaries to the study of ethnic culture and language, to analyze publications dedicated to specific ethnic cultures or regions of Russia, and to formulate the main organizational and research challenges. Accordingly, the source base of this problem-oriented overview study consists of scientific publications on related topics, as well as existing concept dictionaries and thematically related editions, directly aligned with the study objectives. Russian linguoculturology possesses a rich theoretical foundation, including the capacity to develop and investigate concepts of various linguocultures and compile concept dictionaries in philological and cultural studies directions. However, a philological disciplinary bias and the predominance of research on Russian culture have been noticeable in the main trends and debates of this field over the past two decades. Studies of cultural concepts outside the philological scope remain scarce despite the example of Yu. S. Stepanov’s 1997 concept dictionary, which is regarded as exemplary. The cultural studies approach to cultural concepts allows for a broader consideration of both concepts and dictionaries than in philological works, considering not only textual sources but also sociocultural practices. Although comprehensive dictionaries of concepts do not exist, several projects focused on Bashkir and Tuvan cultures in the field of ethnocultural conceptualization are noted and recommended for consideration. The authors of such works in Russian scholarship are almost exclusively ethnocultural insiders working in national regions. Special attention is given to problems in regional science: the shortage of specialists, difficulties in collaboration between philologists, cultural scholars, and ethnographers, as well as institutional and sociocultural barriers for researchers working in the regions. This highlights the ongoing challenges faced by scholars in developing dictionaries of ethnic cultural concepts across Russian regions.

Indonesia is a multicultural country with hundreds of ethnic groups, languages, traditions, and local arts that form the nation's unique cultural identity. However, in the modern era, cultural literacy among the younger generation is declining, as students are often more familiar with popular digital culture than their own traditional heritage. This community service program aims to increase cultural knowledge among fourth-grade students at MIS Al Hidayah through the use of a modified snakes and ladders game. This board game is designed to include questions, information, and challenges related to Indonesia's cultural diversity, such as ethnic groups, dances, regional songs, and regional specialties. This activity involved four groups of students who took turns playing by rolling the dice and moving the pieces on colored squares red squares contained questions that required students to move backward if they could not answer, green squares provided cultural information, yellow squares presented challenges to dance or sing regional songs, and blue squares served as free spaces. The results showed that students were very enthusiastic, more active, and more motivated to participate in learning. Even students who are usually passive become confident when asked to take on challenges in front of their friends. This activity not only increases cultural knowledge but also encourages collaboration, creativity, and appreciation for Indonesia's cultural diversity. Therefore, the cultural snakes and ladders board game can be an innovative and effective learning medium for strengthening cultural literacy in elementary schools.

The topic of ethnic diversity in Indonesia, which is abstract and contains abundant factual information, requires media that can present content visually, interactively, and engagingly. Digital technology such as Augmented Reality (AR) in instructional media has the potential to bridge this gap by offering a more immersive and contextual learning experience. This study aimed to develop innovative learning media in the form of AR-based flashcards designed with the assistance of the Canva application to improve student learning outcomes in Social Studies material on ethnic diversity in Indonesia. The research employed the ADDIE development model. Data collection techniques included observation, interviews, validation by material and media experts, as well as pretests and posttests. Expert validation indicated that the AR-based flashcard media assisted by Canva was highly feasible for instructional use, with an average feasibility score of 92. A paired sample t-test on pretest and posttest scores showed a significant difference (Sig. 0.000 < 0.05) with an N-Gain value of 0.71 (high category), indicating a substantial improvement in learning outcomes in both cognitive aspects and active participation. The flashcards contained visual information on ethnic names, traditional clothing, traditional houses, regional languages, and unique facts, presented interactively through QR codes and the AR application. Thus, this medium proved effective in delivering cultural diversity material in an engaging, enjoyable, and easy-to-understand way, while also opening opportunities for applying digital technology to strengthen students’ understanding of diversity values.