883 research outputs found

    The cultural humility program: ensuring awareness, training, and effort as an occupational therapy practitioner

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    Culturally diverse clients often face barriers to accessing and using health and education services, which may affect the clients’ performance outcomes and impact the quality of services. These barriers include practitioners’ insufficient cultural competence and humility and an ineffective health care system. The Cultural Humility program aims to train and educate occupational therapy practitioners to gain confidence and improve their cultural humility and practical communication skills to maintain, establish, and manage therapeutic relationships. The program duration will be twelve 2-hour biweekly sessions over 6 months, in person at clinical settings or on a virtual platform. The program includes learning modules, such as lectures, simulation or video modeling, and discussion sessions with brain-based learning for occupational therapy practitioners. The program will provide meaningful opportunities for practitioners to reflect on their practice attitudes, gain confidence, change their mindsets, and learn practical communication skills for use with clients from various cultural backgrounds. The aim of the Cultural Humility program is to apply these practical techniques related to cultural humility, bringing synergy and authenticity to practitioners’ daily practice, and improving their clients’ performance and outcomes

    Versions of a Life So Far: Tales from the Ceiling:Versions of a Life so Far: Memoiring the Memoir

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    Louise Rosenblatt champions the belief that the reading of literature—or the encounter with ‘the poem,’ as she would say—is the active process which includes multiple levels of response by the reader. Rather than considering ‘the structure of the work of art as something statically inherent in the text,’ she explains, ‘we need to recognize the dynamic situation in which the reader, in the give-and-take with the text, senses or organizes a relationship among the various parts of his lived-through experience.’ Rosenblatt also talks of ‘text events’ as a way to explain the very particular experience of reading a particular text at a particular place or time. Cue my memoir Versions of a Life so Far: Tales from the Ceiling, which is built around a series of ‘text events,’ that is to say encounters with certain texts at certain points in my life, in particular my childhood years. These years belong primary to the 1960s and early 1970s, and so reflect the foundational text events of my life. Most notably, and at the heart of my text-sense of family, was the Laura Ingalls Wilder Little House on the Prairie series. But I have expanded the definition of text to include artifacts, colours, and photographs, among other ‘text events.’ And as I relate and indeed re-enact my encounters with these texts, I find myself experimenting with form in various ways. The result is that the conventional prose of memoir here becomes a shifting of point-of-view as well as a vacillating chronology. By retelling the story or stories of my early life through its textual events, I have sought to produce a text that is itself an event in the sense that these ‘versions’ are at once representativeof a single life (so far), but exist also in the segmented way that a life unfolds

    Perspectives on Transitions in Refugee Education. Ruptures, Passages, and Re-Orientations

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    Refugees face transitions in their lives: at an individual, a social and a cultural level. This book covers various aspects of these transitions and their intersections with educational experiences. Studies from different country contexts show the complex relationships between individual, culture, society and institutions. Examining these relationships and experiences during transitional processes aims to contribute to a deeper understanding of the different types of transitions in the context of refugee education, which may lead to an improvement of support structures in the future. (DIPF/Verlag

    AN EXAMINATION OF THE SUFFICIENCY OF EMERGENCY PLANNING IN NEW YORK CITY HOSPITALS FOR VULNERABLE POPULATIONS NEEDING COMMUNICATION OR LANGUAGE ASSISTANCE

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    Background: While all populations are susceptible to certain hazards that may expose their vulnerabilities in a disaster, populations with no or limited English proficiency, sight limitations, and hearing limitations are especially at risk due to communication and language barriers that they consistently experience. Purpose: This study explored the sufficiency of emergency planning that vulnerable populations with communication barriers may receive in a New York City hospital setting. It investigated the emergency plans, procedures, and practices that hospitals have for these specific, at-risk populations. The sufficiency of these were measured in accordance with their ability to meet the appropriate regulatory standards in existence. By collecting demographic information and characteristics about the hospitals participating, this study tested correlations between these variables with the levels of emergency planning these populations are provided with while in these hospitals. Methods: This mixed-methods study attained valuable information on these areas by surveying and interviewing a population of NYC hospital Emergency Preparedness Coordinators (EPC’s), from a sufficient representation of independent and healthcare systems hospitals; publicly and privately owned; located in different NYC boroughs; and with and without Emergency Departments. Findings: The results of this study draw our attention to the disparities in emergency and resiliency planning for these underserved populations with communication barriers through a rigorous analysis of the various levels of pre-planning they are afforded before a disaster strikes in a hospital facility setting. The presence of a vulnerability characteristic, as well as type of vulnerability characteristic, were found to have effects on the level of sufficiency of emergency planning they may receive in hospitals. The qualitative results also provided an overview of the challenges associated with this type of specialized planning, as well as suggested practices to achieve it. Conclusions: The results of this study should have implications for all emergency management personnel in hospital facilities in terms of enhancing their planning to sufficiently address the needs of vulnerable populations in their emergency planning. Future research should seek to evaluate the sufficiency of the rigor and specificity of the requirements set forth by accrediting bodies for addressing the needs of vulnerable populations in emergency planning

    A Systematic Review of Intercultural Communication Competence Development in CEFR- Aligned English Proficiency Textbooks

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    The Common European Framework of Reference for Languages (CEFR) is a well-established outline that describes language learners’ abilities to use language and categorises what a learner can do using a six-point scale from basic users (A1) to proficient users (C2). CEFR offers a structure for developing language curriculum and syllabus, textbook, testing, and measuring and evaluating learning outcomes from kindergarten to tertiary levels (Little, 2016). As CEFR gains prominence within the curriculum and the global landscape becomes increasingly diverse, the question arises as to whether the learning resources in CEFR-aligned English textbooks adequately address ICC’s objectives and provide a comprehensive representation of cultural knowledge. Hence, the primary objective of this systematic review is to analyse current studies that investigate the incorporation of cultural material within English textbooks aligned with the CEFR framework, explicitly focusing on university-level students. The anticipated outcomes of this review are poised to provide a more lucid understanding of the prevailing theoretical and pedagogical challenges concerning integrating cultural elements into CEFR-aligned textbooks and ultimately seek to augment the level of ICC of university students

    Accessibility of Health Data Representations for Older Adults: Challenges and Opportunities for Design

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    Health data of consumer off-the-shelf wearable devices is often conveyed to users through visual data representations and analyses. However, this is not always accessible to people with disabilities or older people due to low vision, cognitive impairments or literacy issues. Due to trade-offs between aesthetics predominance or information overload, real-time user feedback may not be conveyed easily from sensor devices through visual cues like graphs and texts. These difficulties may hinder critical data understanding. Additional auditory and tactile feedback can also provide immediate and accessible cues from these wearable devices, but it is necessary to understand existing data representation limitations initially. To avoid higher cognitive and visual overload, auditory and haptic cues can be designed to complement, replace or reinforce visual cues. In this paper, we outline the challenges in existing data representation and the necessary evidence to enhance the accessibility of health information from personal sensing devices used to monitor health parameters such as blood pressure, sleep, activity, heart rate and more. By creating innovative and inclusive user feedback, users will likely want to engage and interact with new devices and their own data

    Cyberbullying in educational context

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    Kustenmacher and Seiwert (2004) explain a man’s inclination to resort to technology in his interaction with the environment and society. Thus, the solution to the negative consequences of Cyberbullying in a technologically dominated society is represented by technology as part of the technological paradox (Tugui, 2009), in which man has a dual role, both slave and master, in the interaction with it. In this respect, it is noted that, notably after 2010, there have been many attempts to involve artificial intelligence (AI) to recognize, identify, limit or avoid the manifestation of aggressive behaviours of the CBB type. For an overview of the use of artificial intelligence in solving various problems related to CBB, we extracted works from the Scopus database that respond to the criterion of the existence of the words “cyberbullying” and “artificial intelligence” in the Title, Keywords and Abstract. These articles were the subject of the content analysis of the title and, subsequently, only those that are identified as a solution in the process of recognizing, identifying, limiting or avoiding the manifestation of CBB were kept in the following Table where we have these data synthesized and organized by years

    Official vs. Applied Multilingualism: Comparative Study of the Language Regimes and Legal Systems of Ethiopia and the European Union

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    This thesis investigates the practical application of laws governing official multilingualism in the Ethiopian legal system. Using functionalism as a legal research method, it compares the Ethiopian language regime with that of the European Union (EU) to explore how each system manages linguistic diversity. Despite significant differences, the laws governing official multilingualism in both systems serve the shared objective of determining the officially recognized languages, prescribing the languages used in lawmaking procedures, and specifying the authority granted to each language version of a law when interpreted by the courts. The EU language regime is characterized by strong legal multilingualism, where all language versions are considered equally authentic. In contrast, Ethiopia's system is categorized as reflecting weak legal multilingualism, primarily because it grants precedence to the Amharic version over the English version of laws in case of discrepancies. Despite these differences, the research uncovers, in both systems, a tension between ensuring the equality of languages and addressing practical concerns in the laws governing official language use. Legal translation also plays a significant role in drafting multilingual laws in both systems, which is demonstrated by the role of EU-English in the EU legislative process and the two-way translation of laws between English and Amharic in the Ethiopian federal legislative process. Finally, the study shows that linguistic divergences between different language versions of a law, inherent in both systems of strong and weak legal multilingualism, pose a challenge while also offering an opportunity to facilitate the interpretation of multilingual legal texts. The research lays the base for future studies on language and law in Ethiopia. It also informs legal translators and judges about the complexities in resolving translation problems in multilingual legal contexts
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