Students Of Different Nationalities Research Articles

Social Functioning of Migrant Children in Polish Schools in the Opinion of Parents and Principals of Primary Schools

The economic and political changes of the last dozen years meant that Polish schools had to deal with the actual organization of education for children of different nationalities. The idea of intercultural education is implemented in various aspects; one of them is the correct process of adaptation to a new environment. This article shows the process of adaptation of children of different nationalities to the school environment of a Polish school in the opinion of parents and primary school principals. The presented research results show the described problem from the perspective of two time periods: before and after Russia's attack on Ukraine. The results of the analysis of the collected research material show the attitudes of students before starting education in a new place, problems related to the adaptation process, actions taken to implement the idea of intercultural education, and differences in the organization of education for students of different nationalities before and after Russia's attack on Ukraine. The presented article shows the current picture of the adaptation process of children of different nationalities in the developing intercultural education in Polish schools.

Predictors of Periodontal Diseases in the Student Population of Caucasus International University: A Study of Risk Factors and Oral Health Optimization

Abstract Introduction: Periodontal diseases cause esthetic and functional disorders having an impact on oral and general health and the psychological and social status of a person. “Unhealthy oral cavity” as a problem is particularly painfully perceived by young patients, having concern predominantly about their appearance and personal social connections. The migration of foreigners to Georgia has made a great impact on dental referrals in Georgia last years. Foreign populations are different in lifestyle, diet, dental practices, and oral hygiene habits. They live, study, or work and are closely integrated into Georgian society; subsequently, their oral health may influence periodontal diseases’ overall prevalence in the country. The Aim of the Study: The aim of this study was to assess the periodontal status of Caucasus International University (CIU) students of different nationalities, study the risk factors, and oral health optimization by planning and implementing preventive measures. Methods: This was randomized research conducted on 820 students aged 18–35 years, including 370 Georgians and 450 foreigners, 369 boys and 451 girls. Results: Unhealthy periodontal tissues were observed in 46.3% of boys and 44.6% of girls. 34.8% of Georgians and 66.4% of foreigners were suffering from gum bleeding. Bleeding on probing of II and III degrees was common in the 1st (18–25) age group (40.5% and 31.0%, respectively) and I and II degrees in the 2nd (26–35) age group (39.4% and 44.9%, respectively). Conclusion: Findings indicate a rather high prevalence of dental plaque-induced gingivitis in the CIU student population. Students do not receive adequate dental care and have negative attitudes toward oral hygiene skills and dental services. Management of periodontal problems with an emphasis on oral hygiene enhancement and promotion of oral prophylaxis accentuated the role of the university dental clinic in providing scientific and clinical experience to the CIU students.

EXPLORING THE DEVELOPMENT OF STUDENTS’ KNOWLEDGE OF CONVENTIONALISED SIMILES IN ENGLISH LEXICOLOGY AND PHRASEOLOGY: A COMPARATIVE STUDY

Idioms are a colourful and fascinating aspect of English which are commonly used in all types of language, formal and informal, spoken and written. Despite the emerging theoretical accounts of idioms up to now, little attention has been paid to teaching and learning idiomatic expressions in English as a Foreign Language, English for Specific Purposes or English for Academic Purposes classroom. Developing idiomatic competence among English language learners in Slovakia remains a formidable challenge. Second-year undergraduates of the study programmes ‘Teacher Training of English Language and Literature’ (single major study) and ‘Teacher Training of English Language and Literature (double major study) need to master different types of idioms within one-term course in ‘English Lexicology and Phraseology’. Their language skills will increase rapidly if they can understand and use them confidently and correctly. The communication role of idiomatic comparisons is often neglected, as well. The aim of the paper is to find out their level of knowledge of standard idiomatic comparisons at the beginning and the end of the course. The paper intends to reveal how students of different nationalities – Slovak, Hungarian, Russian and Ukrainian – are able to explain the meaning of similes used in example sentences in English or their mother tongue. Altogether 51 students are tested twice via tests focused on similes, and their results are compared via a statistical t-Test. The results from the initial test show that their knowledge of idiomatic comparisons was not very wide. However, the results from the final test prove that they were motivated to learn idioms, and thus they extended their knowledge of idiomatic comparisons significantly. In addition, the paper suggests some implications for teaching and learning similes and phraseological units in general.

High-School Athletes’ Knowledge, Attitudes, and Perceptions on Doping: The Cyprus Sport-School Study

Doping constitutes one of the main problems in sports. The importance of sociological research on doping is widely accepted. However, such studies in Cyprus are scarce. The purpose of this study was twofold; first, it aimed to examine the knowledge about doping and the attitudes and perceptions towards sports and doping of high-school student athletes in Cyprus; and second, it aimed to explore whether the knowledge about doping and attitudes and perceptions towards sports and doping vary among student athletes with different characteristics (gender, nationality, engagement with team vs. individual sport, and grade level). The participants of this study were 164 high-school student athletes (16.6 ± 0.9 years old) who study in sports high schools in Cyprus, out of whom 106 were males (65.6%) and 57 (34.8%) females. Data were collected through the use of a questionnaire that was anonymously completed by the participants. A quantitative approach was used for analyzing the data. Descriptive statistics were calculated (i.e., mean, SD, and total scores for knowledge), and non-parametric tests (Mann–Whitney, Kruskal–Wallis) were employed, for comparing responses among different athlete groups on their knowledge, attitudes, and perceptions of doping. The findings reveal that most of the participants lack basic knowledge on doping issues. In terms of their attitudes and perceptions, most of the participants considered doping a serious problem in sports while demonstrating mostly negative attitudes towards doping. Statistically significant differences were found to exist in terms of knowledge among students of different nationalities and high-school grade levels. Also, statistically significant differences were found to exist in terms of attitudes and perceptions towards sports and doping among students of different genders and sport categories (individual vs. team), while differences were also found to exist among students of different nationalities in relation to their attitudes towards sports. The findings have implications for policymaking and educational practices, with the most prevalent need being to design and implement training programs to raise awareness among young athletes about critical features of doping and sports.

Countering stuckness: international doctoral students’ experiences of disrupted mobility amidst COVID-19

ABSTRACT The paper, through the lens of positioning and agency theories, examines the experiences of being stranded in the home country due to the restricted mobility caused by the COVID-19 pandemic of 10 international doctoral students of different nationalities (Chinese, Vietnamese, Malaysian, and Indian), majoring in different disciplines (Education, Linguistics, Applied linguistics, Economics, Public health, and Civil engineering), and studying in different countries (New Zealand, Australia, and the United States). With an aim to explore the abrupt immobility and its subsequent impacts on the students’ learning, the article highlights the challenges that the students had to tackle including the feelings of being in limbo, nostalgia, and detachment, and faced with academic challenges due to the physical distance from the study destination. Accordingly, they had to self-position and reposition themselves and enact different forms of agency to confront the difficulties, including agency for becoming, needs-response agency, and agency as struggle and resistance. The findings highlight how the international PhD students mobilized resources to develop their independence as future researchers, as well as their connection with the academic communities in their home countries in various ways.

The effectiveness of proposed therapeutic interventions based on the diagnostic evaluation strategy to compensate for educational losses and increase achievement among Arabic language learners Non-native speakers during pandemics: COVID-19 pandemic an exa

This research aims to measure the effectiveness of proposed therapeutic interventions based on the diagnostic evaluation strategy to compensate for educational losses and increase achievement among Arabic language learners Non-native speakers during pandemics (Corona pandemic as an example); To achieve the current research objectives, the researcher prepared the necessary research tools, and defined the research sample consisting of a group of learners in The Arabic Language Institute Non-native speakers at King Abdulaziz University at the average (third) level. The number of learners in this sample reached (66) students of different nationalities randomly distributed into two groups: the first experimental (32) students and they were taught using the proposed therapeutic interventions, and the second (34) students and they were taught using the usual teaching models used at the institute, and the researcher relied on the descriptive and semi-experimental approach in his research. The descriptive approach in the theoretical framework, and in Arab and foreign studies related to research, and semi-experimental in choosing the appropriate design for research to control its variables, And the results showed the effectiveness of the proposed therapeutic interventions.

Cross-cultural competence formation for future teachers in integration processes

The article is devoted to the improvement of cross-cultural competence for future teachers. The study aims to develop directions and tools for the cross-cultural competence of teachers at different levels of organization and regulation of teaching education in the conditions of integrative processes. The study's central hypothesis is that cross-cultural competence cannot be formed by implementing educational programs and requires an integrated approach at all levels of the pedagogical process. The relevance of the methods and tools for the cross-cultural competence formation of the future teacher in the conditions of integration processes is determined by three factors: transformation of the labor market, aggravation of intercultural perception problems in the world, insufficient amount of scientific research on this topic. The research methods are used: analysis, synthesis, systematization, comparison, induction, and deduction. The study results allowed to form recommendations for the cross-cultural competence development of the future teacher at the individual, teaching, institutional and regulatory levels. The main content of the recommendations is the possibility of organizing practical communication experiences between students of different nationalities. The study's practical significance consists in the possibility of its use in the educational programs of pedagogical institutions of higher education.

Understanding Health Literacy among University Health Science Students of Different Nationalities.

An adequate level of health literacy is essential for clear communication between patients and health care workers. The internationalization of universities is increasing in the field of health care. The aims of our research were to measure (1) the level of health literacy and its correlation among university students and (2) the relationship between the different instruments measuring health literacy. A cross-sectional study was conducted in the 2020/2021 academic year. The questionnaire included questions on sociodemographic status, study data, health status, and health literacy level. According to the HLS-EU-Q16 health literacy questionnaire, more than half of the students had a limited HL level in disease prevention (52.4%) and health promotion (58.4%) subindexes. Nationality was found to be an influencing factor (p < 0.001). According to the NVS, 80.1% of the students had an adequate HL level. A significant correlation was found between the results and nationality (p = 0.005). None of the Chew questions demonstrated a correlation with nationality (q1 p = 0.269, q2 p = 0.368, q3 p = 0.528). Nationality is a key factor in the level of subjective and functional health literacy. We need to measure both types of levels to see the real results.

Teaching Medical Humanities in a Middle Eastern International Medical School: Frameworks and structure

Several reports over the last two decades have indicated the importance and success of incorporating medical humanities courses and modules in medical schools. While this inclusion is well established in the Euro-American contexts, it is still underrepresented and understudied in Eastern contexts. In this presentation we aim to describe building an elective course titled “Medicine and the Arts” for second and third-year medical students of different nationalities at the College of Medicine in Qatar University. In offering this elective we aimed to establish an understanding of the linkages between humanities, medicine and art, and to strengthen concepts and practices of culture competence among the students. Little has been written on designing medical humanities courses in non-Western contexts. In structuring and building the content of the course in a Middle Eastern context, we faced several challenges. The discipline privileges the Western scene and discourse in art and humanities, means that resources tend to be mainly Euro-American in their framing of medical concepts such as doctor-patient relationship, patient-centred approach, illness narratives. Whereas the students enrolled in the college come from non-Western contexts, which are largely ignored in the majority of the available current reports. To equivocate these challenges, we used the Cultural Competence Model of Purnell; adopted an interdisciplinary approach and employed the concept of intersectionality to structure and deliver a culturally competent course that explores the nexus of medicine, humanities and art. Students were encouraged to link topics discussed in the course to their own experiences and cultures as a way to create relevance and meaning. Lastly, we made a concerted effort to curate art work reflecting the students’ rich cultural heritage. The course comprises five themes, taught in two-week blocks: – Medicine, history and painting – Medicine, anthropology and photography/documentary – Medicine, sociology and music – Medicine, literature and philosophy – Medicine, psychology and cinema The remaining sessions include physician-artists guest speakers and visits to relevant art exhibitions to explore art in medical contexts. Adopting a culturally competent approach to medical humanities helps to broaden the scope and make the course relevant to a culturally diverse student population. This approach harnesses the students’ own cultural backgrounds and works of art to explore the nexus between humanities, social sciences and medical care from around the world.

Межкультурная коммуникации в образовательной среде вуза: этнопсихологические особенности туркменских студентов

Ethno-psychological features of Turkmen mentality are seen as a factor, determining efficient communication between students of different nationalities in the multicultural educational space. The aim of the article is to single out the characteristic features of the world perception and behavioral patterns, that are to be considered while establishing collaboration with Turkmen students. The method of the research is analysis of theoretical works in the sphere of intercultural communication as well as situations in which manifestation of typical features of the people in all academic contexts. The research is resulted in making what might be called an ethno-psychological profile of the Turkmen student, which will help to choose the right strategy of communication with the people of this nationality in the multicultural educational space of Russian High School.

Prevalence and Determinants of Mental Health Problems and Mental Health Stigma Among Medical Students of Different Nationalities in Qatar

IntroductionPast studies have shown high prevalence of mental illness among medical students. This is often linked to the demands of the medical curriculum, and to mental health stigma that prevents students from seeking help. This study aimed to examine experiences of mental health problems among medical students of different nationalities in Qatar and to uncover sociodemographic factors related to their prevalence and associated stigma.MethodsA cross-sectional online survey was conducted with medical students in their second through fifth years at the College of Medicine at Qatar University. The survey began with a consent form, and those agreed to take the survey were directed to the questionnaire. The survey comprised 64 items across three sections. The first section collected sociodemographic data. The second section screened depressive symptoms using the PHQ-9; anxiety symptoms using GAD-7; and psychological distress symptoms using Kessler-6. The third section included 27 questions adopted from Schwenk et al, which evaluate students’ perceptions of stigma and their attitudes toward seeking help with their mental health.ResultsOne hundred and eighty-two students participated in the study. The prevalence of self-reported symptoms of severe depression, anxiety, and psychological distress was 4.4% (95% CI 2–9), 10.4% (95% CI 7–16), and 39.6% (95% CI 33–47), respectively; the prevalence of high stigma was 31.9% (95% CI 25–39). Parental education, repetition of an academic year, progress in medical studies, gender, and nationality had statistically significant correlations with mental health problems and stigma.ConclusionIn addition to the impact of the requirements of medical study, the high prevalence of reported mental illness among medical students is impacted by sociodemographic factors and the mental health stigma that constitutes a barrier to seeking help. Preventive wellbeing programs should be an essential component of medical curricula.

Knowledge about persons with disabilities as an important factor in promoting of tolerance (on the example of students from universities in Kirov)

Introduction.The humane structure of society involves the equality of all people, notwithstanding the characteristics of their individual development, and the tolerant attitude to them.Purpose setting.The purpose of the research is to identify the level of knowledge about people with special health opportunities among senior students of different nationalities who study in higher educational institutions in the city of Kirov and to work out on this basis recommendations for educating young people to be tolerant towards people with disabilities.Methodology of the study.To achieve the research goal at the fi stage, the authors have studied psychological, pedagogical and sociological literature on this problem. At the second stage, the authors have conducted the study through anonymous questionnaire survey of senior students of Vyatka State Agrotechological University and Kirov State Medical University in order to study their views about people with disabilities.Results.Based on the analysis and statistical processing of data, the knowledge and ideas about people of this category, their problems, individual features, the role of the media and the state in the coverage of these problems, the legislative protection of the rights of disabled people have been revealed.Conclusion.As a result of the study, the authors have noted the differences and similarities in the knowledge of students of different universities in Kirov about people with disabilities, and have highlighted the importance of creating new conditions in universities for forming the tolerant attitude towards people with different physical and mental abilities; specifi pedagogical and educational measures have been proposed.

Curartistry: Curating Everyday Artistry in Bangkok

How can architecture be taught internationally, beyond the neocolonialist tendency of European-based international exchange programs? Curartistry, a method of curating everyday artistry in Bangkok, is used to achieve bilateral exchanges in art and architectural education between teachers and students of different nationalities. We offer interpretations of late-nineteenth-century and post-war ideas of “everyday life,” based especially on Charles Baudelaire’s “The Painter of Modern Life,” Henry Lefebvre’s “Critique of Everyday Life,” Maurice Blanchot and Susan Hanson’s “Everyday Speech,” and Walter Benjamin’s “On Some Motifs in Baudelaire.” Their ideas grew out of their experiences in Western European metropolises, and continue to reflect similar conditions in twenty-first-century Bangkok. In addition to these literary works, Henry W. Lawrence’s City Trees: A Historical Geography from the Renaissance through the Nineteenth Century has been useful in the development of our workshop entitled, “Curartistry: Trees in Bangkok.” &#x0D; Curartistry is a practice in which particular elements of a city are researched and recorded in drawing and photography. We invite students to visit overlooked sites, landscapes, and trees in Bangkok, and then to write and rewrite until a particular object or installation emerges from redrafting their experiences. These records lead to the proposal of projects, whether artistically, architecturally or otherwise crafted. Once a proposal takes on the form of a project, its existence as a project, rather than as a finished artwork or artefact, is what lends the project criteria for judging it. Outcomes from these projects typically take the form of an elementary installation or exhibition, presented by individual students to guest critics. &#x0D; In this article, we discuss the processes of work, and how everyday artistry in Bangkok is curated in relation to the selected ideas of “everyday life” that transcend time and place, as well as the construction of our method of work. Curartistry is a key way in which we are addressing fundamental issues of city life such as social inequality, nature, ecological crises, labour, and materiality. The final outcomes often address a number of issues, such as the intense relationship between nature and city, dramatic effects in light and colour, transplantation, or tree names in relation to Thai beliefs in fortune. It is hoped that this attempt to systematically document the subjective experiences of urban life will be read as a contribution to global architectural education.

Istirâtîjiyyât al-Wa’yi al-Mîtâ’irfânî Al-Qirâî li al-Muqarrarât ad-Dirâsiyyah ladâ Muta’allimî al-Lughah al-‘Arabiyyah Lughah Tsâniyyah

This study aimed to investigate the students' strategies of the metacognition awareness for the academic texts reading. The study was attended by (31) students of different nationalities, in the third and fourth levels. To collect the data, we used a questionnaire containing (31) items, divided into three categories: general reading strategies, problem-solving strategies and support strategies. The data collected has been analyzed by using SPSS. The results shown that, the problem-solving strategies came with the highest arithmetic mean value with (3.62), then the support strategies to a height degree of (3.54) mean value, and finally, the global reading strategies, with a medium mean degree of (3.39). The overall results, which came to a large height degree (3.51), indicate that the students' awareness of metacognitive reading strategies is to a high degree. Regarding to the results, the study recommend researcher to conducting a similar study on the female student, individually, or in partnership with the male students, to find out which gender is more aware of metacognitive-reading strategies.

Developing novel visual messages for a video screen hand sanitizer: a co-design study with students

This paper reports on the results of a series of co-design workshops devised to generate new messaging ideas for a novel hand sanitizer unit that features a video screen and feedback system. Students of different nationalities, ages and genders were involved in the process either to prime design sessions, or devise/evaluate new ideas for the screen to display in a university setting. The project aimed not only to produce animated designs for subsequent testing but also to elicit key preferences for hand hygiene message tone, content and visual appearance. Research findings revealed a clear preference in the student community for positive, caring and playful approaches to hand hygiene messaging in contrast to many messaging approaches featured in previous studies. In terms of visual approach, students expressed a preference for colourful illustrations rather than photographs or word-based messages. The paper highlights some particularly rich ideas developed to exploit the novelty of the device, such as specific animated sequences or immediate visual rewards of internet memes as ways to engage the student audience. Co-design proved valuable in devising new insights for the hygiene communication community.

One aspect of teaching Georgian as a Foreign Language – for the students of beginner level

&nbsp; When teaching Georgian language, it is important to develop a logical approach to the language for learners from the very beginning. When teaching, we step-by step follow the purposeful delivery of forms typical for Georgian. We use all four skills of course, but it is primary to correctly pronounce the alphabet or the first communication phrases. If something said by the new-learner is not correct or it`s not properly understood by the listener, what a new learner says is not understood by the listener, it might cause great dissatisfaction in the learner, therefore, when mastering an already difficult language, s/he might lose joy and motivation. It requires to pay vast attention to the pronunciation of each letter and phrase at the beginner level.Phonetic problems are undoubtedly characteristic to teaching different languages and Georgian language is no exception. The learner's articulatory apparatus is primary. It`s important to know in advance: who is studying, which country this person is from, what is his / her native language, how many languages does he / she know, etc. Attention is paid to pronunciation forms. It is very interesting to get practical experience with children of different nationalities. In particular, what we use, which module, what methodology we choose, what exercises we load them with, what sequence we choose and why. Whatever leads to the result, what strategies our beginners follow and how they manage to achieve the results, are all evaluated.We will introduce you to the practical part of our work, which has been successful with students of different nationalities.

Teaching Strategies of Georgian Colloquials and their integration in Georgian as SL Class

In the process of learning a foreign/second language, students should learn spoken/colloquial language in addition to formal language. This is important for successful communication in a reallife situation. Spoken/informal language occupies a significant part of everyday communication. Moreover, colloquial language and face to face interaction represent the essential aspects in both learning and teaching process and plays an important role in terms of linguistic and cognitive development of learner (Hinkel, 2006). According to Engkent, students “are wellequipped if they can handle a basic formal! informal distinction and understand the principles of register use” (Engkent; 1986). Georgian as a second language teaching resource does not include materials discussing this part of the language. As a result, language learners do not have the appropriate skills and knowledge to select the correct forms and expressions, taking into account the quality of language formality and the actual communication situation, speaking, as well as obstacles in understanding the information received in everyday speech, which also requires specific knowledge. The aim of the article is to study the situation in Georgian higher education, to identify the level of students' knowledge and learning activities and approaches, and to develop relevant recommendationsto address the above-mentioned problem. The research was conducted on the basis of Georgian higher education institutions, foreign students who speak Georgian as a foreign language took part in the research. Finally, 35 students of different nationalities participated in the study. The paper is mainly based on qualitative research. In addition, the interview method was used in the study; informants were 35 students who completed the questionnaires with open-ended and closed- ended questions. The observation method was also used in the research. We looked at the components of teaching speaking and reading. We conducted an experiment during the research process. Students were given a text with the same content in formal and informal style to read. In addition, we offered them the task of participating in a conversation situation on the same topic in a different context in terms of formality/language register and the results in both activities were observed. The study involved a relatively small focus group, which prevents a more in-depth and generalized picture from being displayed and the results obtained. Observations of the lesson process have shown that students understand the formal text more easily than informal style language. Even when the teacher provides spoken language forms, students find it difficult to comprehend such material. This is due to the fact that spoken language learning activities are more spontaneous, less systematic and do not reinforce such knowledge in the audience. Student surveys and questionnaires completed by them revealed the following: At a certain level of language proficiency they find it relatively easy to learn information from university-created texts in literary language, but in everyday situations, it is difficult to establish successful communication and comprehend information due to ignorance of spoken forms. In addition, such activities are less covered in the curriculum as well as in the textbooks and in thisregard, the experience of both teachers and students is relatively scarce. The experiment revealed that students understand the text of a formal genre more easily and correctly than spoken, informal information. The same goes for building a talking situation. In order for the student to realize the similarities and differences between formal and informal languages, it is necessary to carry out a variety of activities in the learning environment, including 1. Identify formal and informal distinguishing marks, which is achieved by reading, processing and comparing different texts according to different levels, genres and formality levels. 2. Use of lexical activities: Identify lexical items (slang, language contractions, acronyms, etc.) in texts, create a dictionary and perform relevant exercises. 3. Conversational activities on different topics: The teacher presents and discusses a particular form with a student, after which the students build the spoken situation in different language registers and make a presentation through role-playing games. 4. Use of authentic recordings and multimedia to master natural, informal language forms and structures.

МЕТОДИКИ ТА СТРАТЕГІЇ ВИВЧЕННЯ УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ НА ТЛІ СУЧАСНИХ ПРОБЛЕМ У СВІТІ

The current situation in the world involves changes and corrections to the existing rules for studying. The transition to online lessons has formed a complex configuration: on the one hand – the technical side with many opportunities, on the other hand – tactics and learning strategies that need to be adjusted and synchronized according to the requirements and capabilities of online learning systems, platforms and programs. The objectives of the article do not include the description and comparison of such virtual learning platforms as, for example, Zoom and Microsoft Teams, but it is impossible not to mention them, because such platforms are modern tools for online learning and need to be used. The article highlights various nuances of teaching methods. In the real audience, the learning process is somewhat different, other systems are involved in communication, in the understanding between students and teachers, in control. I would like to emphasize that we are talking about teaching Ukrainian to foreign students of the preparatory department, about groups where there are students of different nationalities, religions, ages, basic training, as well as different temperaments, interests, life circumstances, and often such groups have no common intermediary languages. Therefore, it is necessary to rely on psychological, psycholinguistic, neurophysiological factors and taking its into account, it is possible to improve the speech, communicative, cognitive competence of students, increase the quality of learning. As for online learning, competencies develop very heterogeneously, depending on the physiological characteristics of the mind and memory, as well as on how honestly and responsibly students perform an independent part of the work. Understanding, working out and mastering different blocks of material takes more time, so it is important to rely on the conclusions of psychologists. Here the teacher's observation of the peculiarities of students' perception and timely influence on various factors, for example, on the motivation to study the material, curiosity, plays an important role. To improve the results in the development of the educational complex, the use of mnemonic techniques and technologies is suggested.

Cross-Cultural Pragmatic Competence in an EFL Context for a Sustainable Learning Environment: A Case of Northern Cyprus

A review of literature on pragmatic competence reveals that less attention is given to the enrichment of cross-cultural pragmatic awareness in the classroom. The study focuses on the need to survey and discuss communicative dynamics in classroom situations and the importance of enhancing cross-cultural pragmatic competence in the English as a foreign language (EFL) context. We believe that enhancing students’ cross-cultural pragmatic competence will provide students with a sustainable learning environment, which is crucial for the quality of education. The investigation involves a mixed approach of quantitative and qualitative methods by using a questionnaire for EFL students and interview guide questions for both EFL students and teachers. For quantitative analysis, the participants involved in this research include 200 EFL students of different nationalities, and for the qualitative analysis, the participants include 10 teachers and 20 EFL students in a university in North Cyprus. The study’s findings indicate that students lack cross-cultural pragmatic knowledge and must be provided with classroom activities for social interaction and to develop explicit and implicit communicative competencies in EFL as a target language. Findings further reveal that EFL students are not endowed with cross-cultural pragmatic competence by the EFL teachers who provide little attention to pragmatic knowledge and classroom activities in the EFL context.

Dietary acculturation of international students in Pune, India: a cross-sectional study.

Dietary acculturation refers to how a migrant group adopts the eating patterns of the host country. It results in changes in dietary behavior, dietary intake, and nutritional status of this vulnerable group. To study dietary acculturation of international students in Pune, India. International students from three Universities in Pune were enrolled. Information on demography, dietary behavior, and dietary intake (using a food frequency questionnaire) was recorded using an interviewer-administered questionnaire. The height and weight of the students were measured using standard, calibrated equipment. The data were analyzed using descriptive and analytical statistics. A total of 100 international students from Iran, Africa, and South Korea were grouped by nationality. Considerable variation was detected in the daily number of meals consumed, skipping meals, portion size changes, packaged food consumption, and supplement intake following migration between the groups. The intake of non-vegetarian food had declined drastically for all groups. However, the specific non-vegetarian item showing the greatest change differed according to the group's nationality. The intake of biscuits and cake had increased among all groups. African students showed an increase of 3.33 kg in body weight following migration. The intake of protein and micronutrients declined for all groups. This study highlights the changes in dietary behavior, dietary intake, and nutritional status of international students of different nationalities following migration to Pune, India. Thus, it emphasizes the need for nutrition interventions in international students in India.