Increase Cultural Awareness Research Articles

Membangun Jiwa Pebisnis Melalui Kreasi Rumah Honai Di Kalangan Remaja HBM

This research discusses the importance of building an entrepreneurial spirit among teenagers, especially by utilizing Rumah Honai creations as an innovative means. Entrepreneurship is seen as a key skill for the younger generation in facing future challenges and contributing to economic growth. Asset-Based Community Development Method (ABCD) is used to identify and utilize community potential and assets in developing empowerment programs. The discussion focuses on two main aspects: building an entrepreneurial spirit and combining innovation, culture and entrepreneurship through Rumah Honai. The development of an entrepreneurial spirit is emphasized as a continuous process that requires commitment, continuous learning and the ability to adapt. The Honai House, as a symbol of Papuan cultural heritage, was introduced as a creative tool to instill entrepreneurial values ​​such as creativity, risk taking and problem solving. This research shows that involving teenagers in the creation of Honai Houses can develop practical business skills, increase cultural awareness, and promote social responsibility. This approach not only builds a strong entrepreneurial foundation but also promotes cultural heritage preservation and sustainable social development. In conclusion, the integration of entrepreneurship with cultural elements such as Rumah Honai offers a holistic approach in preparing the younger generation to face future challenges, while maintaining their cultural identity.

Development of Humanities Education to Increase Cultural Awareness and Critical Skills

Humanities education plays a crucial role in building cultural awareness and critical skills in society. This article explores strategies and approaches in the development of humanities education for this purpose. Through a comprehensive literature review, key concepts such as cultural understanding, critical analysis, and self-reflection are discussed to enhance cultural awareness and critical skills. The article also describes effective teaching and learning methods in the context of humanities education. The findings provide valuable insights for educators, education practitioners, and education policy to strengthen the role of humanities education in enhancing cultural awareness and critical skills in society. Thus, humanities education is not only an important foundation in cultural understanding, but also a tool to develop critical analytical skills, helping to prepare individuals to face increasingly complex global challenges.

The Impact of Service-Learning on English Education. A Socio-Cultural Project as an Attempt to Increase Cultural Awareness

There is a constantly growing need for implementing new pedagogical approaches to the classroom environment. Approaches aiming at the collaboration of students, teachers, and the community are desired as they create a perfect area for the teaching process and acquiring new knowledge within the specific subject field. The Service-Learning (SL) approach focuses on addressing students’ needs efficiently and effectively, ensuring active student involvement in all stages of the lesson unit, and intentionally linking to a learning context. The aim of the paper is to answer the question about the added value of SL for university students in the process of integrating theoretical knowledge and its practical application. The article presents the benefits and drawbacks of incorporating SL into the curriculum of English lessons. The collected results prove that a SL approach and the knowledge of how to apply it in the academic process remain vital and constitute a significantly useful element in increasing cultural awareness of students and the training of future English teachers.

THE USE OF TRAVEL BLOG WRITING IN A TERTIARY LEVEL ENGLISH FOR SPECIFIC PURPOSES COURSE

Blogs can be used as constructive means in EFL teaching allowing learners to exert control over their own writing and enabling them to communicate with the global community of internet users. Among different types of blogs, travel blogs can be employed as pedagogical means for real life based learning and L2 writing improvement. Through travel blogs, learners can both explore different places and write about their travel experience in L2. However, the use of travel blog writing in teaching English for Specific Purposes (ESP) has not yet been investigated. In this study, travel blog writing was integrated into a tertiary level ESP course aiming to improve learners’ linguistic skills in the fields of tourism and travel. The research investigates the learners’ views about blog writing as a part of their ESP course through a questionnaire and interviews. According to the findings, travelling and writing about the tourist attractions of one’s city via a personalized blog was found to increase writing motivation but the experience was also defined to be demanding as it requires heavy workload. Overall, this experience was reported to enhance autonomous, reflective and collaborative learning, increase cultural awareness and contribute to learners’ self-expression and L2 writing improvement.

„Konkurs Antropologiczny” na Pomorzu: przykład popularyzacji wiedzy antropologicznej przez ośrodek etnologii gdańskiej

The article presents one of the cyclical projects at the Student Circle for Ethnological Research and the Ethnology and Cultural Anthropology Division at the University of Gdansk, namely, the “Anthropology Contest” organized from 2013 to 2018. The aim of the project were, among others, to promote Gdansk ethnology, to spread knowledge about anthropology as an interdisciplinary science, and the increase cultural awareness among high school students. The four editions of the project differed from each other in both organization and theme. The formula of the project took on a different format, from test to photographic essays, film materials and micro-ethnographic research based on ethnographic interview. The article presents the format of the “Anthropology Contest” organization, topics of individual editions, as well as difficulties and dilemmas related to the dissemination of ethnological and anthropological knowledge among the young people.

Pilot Study of an Intervention to Increase Cultural Awareness in Research Mentoring: Implications for Diversifying the Scientific Workforce.

Innovative evidence-based-interventions are needed to equip research mentors with skills to address cultural diversity within research mentoring relationships. A pilot study assessed initial outcomes of a culturally tailored effort to create and disseminate a novel intervention titled Culturally Aware Mentoring (CAM) for research mentors. Intervention development resulted in four products: a 6hr CAM training curriculum, a facilitator guide, an online pre-training module, and metrics to evaluate the effectiveness of CAM training. Participants were 64 research mentors from three US research-intensive universities. Quantitative pre and post-training evaluation survey data were collected. Participants found high value and satisfaction with the CAM training, reported gains in personal cultural awareness and cultural skills, and increased intentions and confidence to address cultural diversity in their mentoring. Study findings indicate that the CAM training holds promise to build research mentors' capacity and confidence to engage directly with racial/ethnic topics in research mentoring relationships.

Teaching Strategies to Increase Cultural Awareness in Nursing Students.

Cultural competence education is essential for all nurses to better prepare them to address the underlying social environment of patients, families, and communities. This article describes a study with second degree nursing students that tested 6 teaching strategies for their effectiveness in raising cultural awareness, a key aspect of cultural competence. The results demonstrated that the interventions had a positive effect.

Comments on the Interview: Best Approaches and Practices to Increase Cultural Awareness and Prepare Managers for Working in a Culturally Diverse Environment

Comments on the Interview: Best Approaches and Practices to Increase Cultural Awareness and Prepare Managers for Working in a Culturally Diverse Environment

Emergency Medical Practice: Advancing Cultural Competence and Reducing Health Care Disparities

In an increasingly diverse patient population, language differences, socioeconomic circumstances, religious values, and cultural practices may present barriers to the delivery of quality care. These obstacles contribute to the health care disparities observed in all areas of medical care. Increasing cultural competence has been cited as part of the solution to reduce disparities. The emergency department (ED) is an environment where cultural sensitivity is particularly needed, as it is often a primary source of health care for the underserved and ethnic and racial minorities and a place where high patient volume and acuity place the provider under demanding time pressures, yet the emergency medicine (EM) literature on health care disparities and cultural competence is limited. The authors present three clinical scenarios highlighting challenges in providing equitable emergency care to minority populations. Using these cases as illustrations, three processes are proposed that may improve the quality of care delivered to minority populations: 1) increase cultural awareness and reduce provider biases, enabling providers to interact more effectively with different patient populations; 2) accommodate patient preferences and needs in medical settings through practice adjustments and cultural modifications; and 3) increase provider diversity to raise levels of tolerance, awareness, and understanding for other cultures and create more racially and/or ethnically concordant patient-physician relationships.

The Multicultural Research Process

Qualitative research allows students to explore the complex experiences of health and illness and examine assumptions related to class, race, gender, and ethnicity. Faculty who teach qualitative research can promote culturally congruent nursing practice, and students can learn how such practice is grounded in research. The experiential approach taken in this class acquainted students with basic principles of qualitative research, used such principles to foster recognition of assumptions and increase cultural awareness, and encouraged a new way of knowing and being in nursing. The learning goals were to experience the "flavor" of qualitative data analysis using a filmed interview of an American Indian nurse and written interviews of a Hispanic/Latina nurse and nursing student, speaking about their educational experiences in nursing. In this process, the nurse educator exemplified principles of multicultural education for these budding teachers, such as weaving cultural content across the curriculum and role modeling concern for cultural issues in teaching, research, and service.

“I Have a New Understanding”: Critical Narrative Inquiry as Transformation in the English-History Classroom

Recent analysis of literacy and literature instruction contends that pluralistic approaches to education require changes in curricular content to include voices of cultural groups who have been excluded from literary study in schools (Applebee, Burroughs, Stevens 396; Smith and Strickland 137). However, the addition of cultural information and multicultural literary texts in the curriculum, by themselves, appears to be insufficient for meeting many goals of multicultural education, where voices interact and students reflect, think critically, increase cultural awareness, decrease ethnocentrism, and create a global perspective. Students limited by narrow cultural perspectives need to engage in discussion, writing, and other dialectical activities which prompt examination of knowledge constructed from multiple perspectives. Developing students’ ability to use cultural knowledge and perspectives to think about literature, history, society, and themselves is emerging as a necessary part of a pluralistic approach to education. Case Study Background This case study of Kris, an eleventh grade student, is embedded in an ethnographic study of an interdisciplinary literature-history class where students had opportunities to reflect about multicultural texts in their historical contexts through open-forum discussion, writing, and other dialectical activities which emphasized thinking critically about perspectives (Miller). The site for this study was a largely white suburban high school in upstate New York located in a community at the state median on measures of wealth. Sharon, an English teacher, and Ron, a social studies teacher, felt these students, in particular, needed a course focusing on multicultural perspectives because the students came from a more or less homogenous community. The teachers believed a goal of their school should be “stating outcomes, developing curricula, and providing experiences that address this imbalance.” Students taking their course—American Dreams, Lost and Found: Interdisciplinary U.S. History and English 11—produced a portfolio of written work, which included a response journal (5-7 pages per week); 2 multiple-source research papers; 22 pieces of writing of mixed creative and expository genres; an extensive multiple source and media anthology representing a selected historical theme, time period, or event(s); and a culminating American Dream paper, synthesizing students’ learning and thinking over the school year (10-15 pages). For an overview of the integrated curricula, please see Appendix A.