L’ADAPTATION POSITIVE DES FAMILLES LATINOS AVEC UN ENFANT AYANT UNE DÉFICIENCE INTELLECTUELLE: UNE PREMIÈRE VUE DE LA THÉORIE DE L’ADAPTATION POSITIVE

Historically, research on disability and family dynamics drew from Psychology and Medicine. Consequently, eugenics models, grief theory, and other largely decontextualized frameworks of stress and coping were used to explain families of children with disabilities. This is a report of an initial test of a set of ideas the Singer research team has combined in order to explore the cognitive and problem-solving approaches of families of children with disabilities. Our purpose is to propose a contextualized theory for explaining how cultural diversity has an impact on positive adaptation to a child’s disability. This theory addresses the following: 1) attachment; 2) internal and external cultural resistance to stigmas about disability; and 3) perceived informal (family/friends) and formal (professionals) sources of support for positive views about disability and parenting. Sampling Latino families demonstrated how cultural contexts demonstrate a different flavour from majority culture interpretations of these cognitive terms of our proposed theory. Transcripts of the interviews were coded using grounded theory analysis, specifically, the constant comparative method. We discuss the goodness of fit for themes emerging from the coding process with the proposed theory terms. Results confirm attachment, social supports, and cultural resistance as terms for future development of this proposed theory. Keywords: Disability and parenting, positive adaptation, Latinos and disability, culture and disabilityÀ travers l’histoire, la recherche sur les handicapés et les relations intrafamiliales utilisait comme sources la psychologie et la médicine. Par conséquent, les modèles de l’eugénisme, les théories sur le deuil, et d’autres cadres analytiques sur le stress et les stratégies d’adaptation, plutôt décontextualisés, étaient utilisés afin d’expliquer aux autres comment fonctionnaient les familles avec un enfant handicapé. Ceci est un reportage sur un test initial d’un ensemble d’idées qu’a combiné l’équipe de recherche Singer afin d’aborder les approches cognitives et méthodes actives des familles des enfants handicapés. Nous proposons une théorie contextualisée afin d’expliquer comment la diversité culturelle aurait un effet sur l’adaptation positive de la famille face à l’handicap de leur enfant. Cette théorie aborde les idées suivantes : 1) l’attachement; 2) les résistances culturelles internes et externes aux stigmates sur l’handicap; et 3) les sources d’information sur l’handicap et le parentage liées à l’adaptation positive perçues comme informelles (famille/amis) et formelles (les professionnels). En utilisant un échantillon de familles Latinos, nous démontrons comment les contextes culturels démontrent des interprétations différentes des termes cognitifs de notre théorie, et non l’interprétation de la culture majoritaire. Les transcriptions des interviews étaient codées selon la théorie ancrée, plus spécifiquement la méthode de la comparaison constante. Nous discutons la concordance des thèmes venus via le processus d’encodage avec les termes clés de la nouvelle théorie proposée. Les résultats de cette recherche confirment que l’attachement, le soutien social, et la résistance culturelle seront des termes clés dans le développement de cette théorie proposée. Mots clés : Handicap et parentage, Adaptation positive, Latinos et handicap, culture et handica

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

Integer Vector Addition Systems with States

This paper studies reachability, coverability and inclusion problems for Integer Vector Addition Systems with States (ZVASS) and extensions and restrictions thereof. A ZVASS comprises a finite-state controller with a finite number of counters ranging over the integers. Although it is folklore that reachability in ZVASS is NP-complete, it turns out that despite their naturalness, from a complexity point of view this class has received little attention in the literature. We fill this gap by providing an in-depth analysis of the computational complexity of the aforementioned decision problems. Most interestingly, it turns out that while the addition of reset operations to ordinary VASS leads to undecidability and Ackermann-hardness of reachability and coverability, respectively, they can be added to ZVASS while retaining NP-completness of both coverability and reachability.Comment: 17 pages, 2 figure

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

Nursing students’ experience of learning cultural competence

Introduction European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. Materials and methods A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal. Results 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/ cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. Conclusion The participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities. © 2021 Antón-Solanas et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited

Parameterized Verification of Systems with Global Synchronization and Guards

Inspired by distributed applications that use consensus or other agreement protocols for global coordination, we define a new computational model for parameterized systems that is based on a general global synchronization primitive and allows for global transition guards. Our model generalizes many existing models in the literature, including broadcast protocols and guarded protocols. We show that reachability properties are decidable for systems without guards, and give sufficient conditions under which they remain decidable in the presence of guards. Furthermore, we investigate cutoffs for reachability properties and provide sufficient conditions for small cutoffs in a number of cases that are inspired by our target applications.Comment: Accepted at CAV 202

Analyzing probabilistic pushdown automata

The paper gives a summary of the existing results about algorithmic analysis of probabilistic pushdown automata and their subclasses.V článku je podán přehled známých výsledků o pravděpodobnostních zásobníkových automatech a některých jejich podtřídách

Revisiting Glue Expressiveness in Component-Based Systems

International audienceWe take a fresh look at the expressivity of BIP, a recent influential formal component model developed by J. Sifakis et al. We introduce a process calculus, called CAB, that models composite components as the combination of a glue (using BIP terminology) and subcomponents, and that constitutes a conservative extension of BIP with more dynamic forms of glues. We study the Turing completeness of CAB variants that differ only in their language for glues. We show that limiting the glue language to BIP glues suffices to obtain Turing-completeness, whereas removing priorities from the control language loses Turing-completeness. We also show that adding a simple form of dynamic component creation in the control language without priorities is enough to regain Turing completeness. These results complement those obtained on BIP, highlighting in particular the key role of priorities for expressivity

Checking bounded reachability in asynchronous systems by symbolic event tracing

This report presents a new symbolic technique for checking reachability properties of asynchronous systems by reducing the problem to satisfiability in restrained difference logic. The analysis is bounded by fixing a finite set of potential events, each of which may occur at most once in any order. The events are specified using high-level Petri nets. The logic encoding describes the space of possible causal links between events rather than possible sequences of states as in Bounded Model Checking. Independence between events is exploited intrinsically without partial order reductions, and the handling of data is symbolic. On a family of benchmarks, the proposed approach is consistently faster than Bounded Model Checking. In addition, this report presents a compact encoding of the restrained subset of difference logic in propositional logic

g9/2g_{9/2} neutron strength in the N=29N=29 isotones and the 52^{52}Cr(d,pd,p)53^{53}Cr reaction

We performed a measurement of the $^{52}$Cr$(d,p)^{53}$Cr reaction at 16 MeV using the Florida State University Super-Enge Split-Pole Spectrograph (SE-SPS) and observed 26 states. While all of the states observed here had been seen in previous $(d,p)$ experiments, we changed five $L$ assignments from those reported previously and determined $L$ values for nine states that had not had such assignments made previously. The $g_{9/2}$ neutron strength observed in $^{53}$Cr in the present work and in the $N=29$ isotones $^{49}$Ca, $^{51}$Ti, and $^{55}$Fe via $(d,p)$ reactions is much smaller than the sum rule for this strength. Most of the observed $L=4$ strength in these nuclei is located in states near 4 MeV excitation energy. The remaining $g_{9/2}$ strength may be located in the continuum or may be fragmented among many bound states. A covariant density functional theory calculation provides support for the hypothesis that the $g_{9/2}$ neutron orbit is unbound in $^{53}$Cr. The ($\alpha,^3$He) reaction may provide a more sensitive probe for the missing $g_{9/2}$ neutron strength. In addition, particle-$\gamma$ coincidence experiments may help resolve some remaining questions in this nucleus.Comment: 15 pages, 5 figures. arXiv admin note: text overlap with arXiv:2212.0438