The Teaching and Learning Cultural Competence in a Multicultural Environment (CCMEn) Model

Background: Within the European higher education context, students and lecturers are encouraged to engage in teaching and learning activities abroad. This frequently involves using a second language and being exposed to students and lecturers from culturally different backgrounds. Objective: To design a model for teaching and learning cultural competence in a multicultural environment (CCMEn). Design: Theory development from empirical experience, research, and scholarly works. Method: This model was developed based on our experience of teaching and learning cultural competence in a multicultural environment in a nursing education context; it rests on three pillars, namely, Coyle's Content and Language Integrated Learning educational approach, the concept of social and emotional learning, as defined by the Collaborative for Academic, Social and Emotional Learning, and the existing literature surrounding teaching and learning cultural competence in higher education. Results: The CCMEn model is intended to guide the process of teaching and learning cultural competence in a multicultural environment through the use of a second language and has been adapted from existing educational approaches and theory. Conclusion: Teaching and learning in multilingual and multicultural contexts in Europe is becoming more common. Students who learn alongside students and teachers from different cultural backgrounds need to be supported from an academic, linguistic and socioemotional perspective. We believe that the CCMEn model can serve as a guide to enhancing student learning in this context

Nursing lecturers’ perception and experience of teaching cultural competence: a european qualitative study

Cultural competence is an essential component in providing effective and culturally responsive healthcare services, reducing health inequalities, challenging racism in health care and improving patient safety, satisfaction and health outcomes. It is thus reasonable that undergraduate nursing students can develop cultural competency through education and training. The aim of this paper was to investigate nursing lecturers’ perception and experience of teaching cultural competence in four undergraduate nursing programs. A phenomenological approach was selected to illicit nursing lecturers’ perception of culture and experience of teaching cultural competence. Semi-struc-tured personal interviews were held with a sample of 24 lecturers from four European universities. The anonymized transcripts were analyzed qualitatively following Braun and Clark’s phases for thematic analysis. Six themes and fifteen subthemes emerged from thematic analysis of the tran-scripts. Cultural competence was not explicitly integrated in the nursing curricula. Instead, the lecturers used mainly examples and case studies to illustrate the theory. The integration of cultural content in the modules was unplanned and not based on a specific model. Nursing programs should be examined to establish how cultural content is integrated in the curricula; clear guidelines and standards for a systematic integration of cultural content in the nursing curriculum should be de-veloped

(I)Migrantes, diversidades e desigualdades no sistema educativo português : balanço e perspectivas

O objectivo do presente artigo consiste em procurar transmitir um olhar sociologicamente informado no que concerne à situação portuguesa no domínio das políticas educativas públicas e investigações produzidas relacionadas com o sistema educativo e a (i)migração, ou seja, com a tentativa de construção de uma educação intercultural. Neste sentido, será realizada uma análise descritiva e compreensivo-interpretativa da evolução desta problemática em Portugal desde que a mesma se tornou objecto de reflexão por parte de investigadores/as e políticos nos finais da década de oitenta, início da década de noventa do século XX. Nesta análise, será dada ênfase às investigações e quadros teóricos produzidos e às medidas legislativas e políticas educativas no domínio do tratamento da diferença cultural dentro do sistema educativo português.The aim of this article consists in attempting to transmit a sociologically informed view in what the Portuguese situation in the field of public policies and research related to the educational system and (im)migration are concerned, that is, in attempting to construct an intercultural education. In this way, a descriptive and comprehensiveinterpretative analysis of the evolution of this problem in Portugal will be realized, since the latter became an object of reflection on the part of researchers and politicians towards the end of the 80s, the beginning of the 90s of the XXth century. In this analysis, emphasis will be given on the research and theoretical frameworks produced and on the legislative measures and educational policies in the field of treating cultural difference in the Portuguese educational system

Monitoramento de Leishmaniose tegumentar em cães de Porto Alegre

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Introduction: beyond nation states?

The Roma, as Europe’s largest minority group and who experience disproportionate levels of poverty, unemployment, poor accommodation and social exclusion have received significant political and policy-related attention in recent years. In 2011 the European Parliament announced the EU Framework for National Roma Integration Strategies (NRIS) which marked the first EU wide effort to address Roma poverty and marginalisation via national strategies devised at the national level. Each member state has produced national strategies for Roma inclusion in the core areas of education, housing, health, employment and discrimination with a focus on integrated inclusion, e.g., recognising that inclusion in one sphere requires inclusion in the others. In 2017 the European Commission published its mid-term review of the EU Framework which examines the progress made in each member state. The series of articles in this special edition addresses the progress made in meeting the NRIS’s objectives in seven member states each providing an in depth and critically informed analysis of policy development, progress and limitations in each country. The introduction provides a historical and policy context of the NRIS and considers its implications for the social integration and citizenship rights of Roma people

The structural and mechanical properties of the Achilles tendon 2 years after surgical repair

Background Acute ruptures of the Achilles tendon affect the tendon's structural and mechanical properties. The long-term effects of surgical repair on these properties remain unclear. Purpose To evaluate effects of early mobilization versus traditional immobilization rehabilitation programs 2 years after surgical Achilles tendon repair, by comparing force-elongation and stress-strain relationships of the injured tendon to those of the uninjured tendon. Methods A group of males with previous Achilles tendon rupture (n = 18) and a group of healthy male controls (n = 9) participated. Achilles tendon rupture group consisted of patients that had received early mobilization (n = 9) and patients that had received traditional immobilization with a plaster cast (n = 9). Comparisons of tendon structural and mechanical properties were made between Achilles tendon rupture and healthy control groups, and between the uninjured and injured sides of the two rehabilitation groups in Achilles tendon rupture group. Ultrasound was used to determine bilaterally tendon cross-sectional area, tendon resting length, and tendon elongation as a function of torque during maximal voluntary plantar flexion. From these data, Achilles tendon force-elongation and stress-strain relationships were determined. Findings The Achilles tendon rupture group uninjured side was not different from healthy control group. Structural and mechanical parameters of the injured side were not different between the Achilles tendon rupture early mobilization and the immobilization groups. Compared to the uninjured side, the injured side showed a reduction in stress at maximal voluntary force, in Young's modulus and in stiffness. Interpretation Two years post-surgical repair, the Achilles tendon mechanical properties had not returned to the uninjured contralateral tendon values

A infância nos almanaques: nacionalismo, saúde e educação (Brasil 1920-1940) Childhood in almanacs: nationalism, health and education (Brazil 1920-1940)

Os almanaques de farmácia foram veículos de difusão não só de medicamentos, mas também de ideias relacionadas com o projeto de modernização da sociedade brasileira. No período entre 1920 a 1940, eles se dedicaram a vários temos vinculados à infância. Associava-se o progresso a uma infância bem-cuidada e disciplinada. As amas de leite e o tipo de amamentação foram objetos de obstinados debates. Além disso, nota-se a preocupação com os aspectos educacionais em atividades como jogos e passatempos, assim como em artigos e editoriais sobre campanhas de alfabetização, a manutenção de escolas e a publicação de materiais didáticos, como abecedários e tabuadas. A mulher é interlocutora privilegiada, tanto em relação aos cuidados e indicações de medicamentos e alimentos quanto nas atividades educativas propostas para as crianças. Cuidar e educar a criança simbolizava a introdução de padrões modernizadores no Brasil.<br>The pharmacy almanacs were a source of diffusion not only for medicines but also for ideas related with a project for the modernization of the Brazilian society. In the period 1920-1940 such publications dealt with several topics regarding childhood. Progress was associated with a well-cared and disciplined childhood. Wet-nurses and the type of breastfeeding were the subject of stubborn debates. Besides, it was also common the concern with educational issues in activities like games and pastimes, as well as in articles and texts about literacy campaigns, school maintenance and the publication of didactic materials, alphabets and multiplication tables. The woman is a privileged addressee, both on issues related with medicine and food care, and also on educative activities aimed at children. To care for and to educate a child symbolized the introduction of patterns that modernized many aspects of the Brazilian society