scholarly journals “Ethno-Inclusion – Ethno-Exclusion” as a Dualistic Model of Cross-Cultural Adaptation in the University Educational Environment

2020 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
E. Pokrovskaya ◽  
M. Raitina
Keyword(s):  
Ethnic Identity ◽  
Intercultural Communication ◽  
Cultural Adaptation ◽  
Educational Environment ◽  
Cross Cultural ◽  
Educational Process ◽  
Dual Model ◽  
Cultural Interaction ◽  
Cross Cultural Adaptation ◽  
The University

The article is devoted to the problem of overcoming the contradiction between the requirements of society for inclusion in the ethno-social educational environment and providing comfortable intercultural communication. Therefore, the goal is to study "ethno-inclusion – ethno-exclusion" as a dual model of cross-cultural interaction. The study is presented as an area of scientific reflection describing the situation of interethnic interaction in the socio-cultural environment and revealing the behavioral vectors of the individual, allowing characterizing the current communicative situation in terms of the impact of extremism and negative socio-cultural transformations. The empirical base is the research conducted by the method of questioning of Tomsk state University of Control Systems and Radioelectronics (TUSUR) students in 2017. As a methodological basis adapted by the authors’ version of the method "Types of ethnic identity" G. U. Soldatova, S. V. Ryzhova was chosen. The dominant type, according to the results of surveys, was the type of "norm", suggesting an optimal balance of tolerance towards their own and other ethnic groups. The article presents the models of behavioral vectors correlating with the stages of cross-cultural adaptation process according to M. J. Bennett, that allows us to consider in detail the structure of positive ethnic identity (norm). Positive ethnic identity (norm), represented by the successive development of ethno-relativistic stages of perception of another culture, in its maximum value is defined as the stage of "integration", which is fixed among senior students. The functional stages of "recognition" and "adaptation" is of a transit nature and has fluctuating properties. In the analysis of ethnic identity, it is necessary to focus on the conceptual difference between them, integration as a normative form of cultural existence implies the presence of multiculturalism, a polyvariant image of the world and the multidimensionality of personal experience. The authors rely on their own system of indicators of the quality of the ethno-social educational environment. The materials of this article lay the foundations of interdisciplinary approaches to the formation of theoretical and methodological support of "ethno-inclusion" in the University environment and can be used in the educational process in the preparation of courses on intercultural communication, cultural studies, psychology, philosophy and other fields of knowledge related to the construction of a comfortable environment of cross-cultural interaction.

scholarly journals “Ethno-Inclusion – Ethno-Exclusion” as a Dualistic Model of Cross-Cultural Adaptation in the University Educational Environment

2020 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
E. Pokrovskaya ◽  
M. Raitina
Keyword(s):  
Ethnic Identity ◽  
Intercultural Communication ◽  
Cultural Adaptation ◽  
Educational Environment ◽  
Cross Cultural ◽  
Educational Process ◽  
Dual Model ◽  
Cultural Interaction ◽  
Cross Cultural Adaptation ◽  
The University

The article is devoted to the problem of overcoming the contradiction between the requirements of society for inclusion in the ethno-social educational environment and providing comfortable intercultural communication. Therefore, the goal is to study "ethno-inclusion – ethno-exclusion" as a dual model of cross-cultural interaction. The study is presented as an area of scientific reflection describing the situation of interethnic interaction in the socio-cultural environment and revealing the behavioral vectors of the individual, allowing characterizing the current communicative situation in terms of the impact of extremism and negative socio-cultural transformations. The empirical base is the research conducted by the method of questioning of Tomsk state University of Control Systems and Radioelectronics (TUSUR) students in 2017. As a methodological basis adapted by the authors’ version of the method "Types of ethnic identity" G. U. Soldatova, S. V. Ryzhova was chosen. The dominant type, according to the results of surveys, was the type of "norm", suggesting an optimal balance of tolerance towards their own and other ethnic groups. The article presents the models of behavioral vectors correlating with the stages of cross-cultural adaptation process according to M. J. Bennett, that allows us to consider in detail the structure of positive ethnic identity (norm). Positive ethnic identity (norm), represented by the successive development of ethno-relativistic stages of perception of another culture, in its maximum value is defined as the stage of "integration", which is fixed among senior students. The functional stages of "recognition" and "adaptation" is of a transit nature and has fluctuating properties. In the analysis of ethnic identity, it is necessary to focus on the conceptual difference between them, integration as a normative form of cultural existence implies the presence of multiculturalism, a polyvariant image of the world and the multidimensionality of personal experience. The authors rely on their own system of indicators of the quality of the ethno-social educational environment. The materials of this article lay the foundations of interdisciplinary approaches to the formation of theoretical and methodological support of "ethno-inclusion" in the University environment and can be used in the educational process in the preparation of courses on intercultural communication, cultural studies, psychology, philosophy and other fields of knowledge related to the construction of a comfortable environment of cross-cultural interaction.

scholarly journals Cross-cultural Adaptation and Validation of the French Version of the Diabetic Foot Self-care Questionnaire of the University of Malaga

2019 ◽  
Vol 109 (5) ◽  
pp. 357-366 ◽  
Author(s):  
Irene Garcia-Paya ◽  
Yves Lescure ◽  
Sebastian Delacroix ◽  
Gabriel Gijon-Nogueron
Keyword(s):  
Factor Structure ◽  
Diabetic Foot ◽  
Cultural Adaptation ◽  
Hemoglobin A1c ◽  
Cross Cultural ◽  
French Language ◽  
Cross Cultural Adaptation ◽  
Language Version ◽  
The Mean ◽  
The University

Background: Diabetic foot care management is directed at patients with a history of complications, especially those with rising levels of hemoglobin A1c, and those who have had diabetes for several years. The aim of this study was to cross-culturally adapt a French-language version of the Diabetic Foot Self-care Questionnaire of the University of Malaga (DFSQ-UMA) for use in France. Methods: Cross-cultural adaptation was performed according to relevant international guidelines (International Society for Pharmacoeconomics and Outcomes Research), and the factor structure was determined. Internal consistency was measured using the Cronbach α. Item-total and inter-item correlations were assessed. Results: The French data set comprised 146 patients. The mean ± SD patient age was 62.60 ± 15.47 years. There were 47 women and 99 men. The structure matrix (with three factors) was tested by confirmatory factor analysis. The 16-item questionnaire had a Cronbach α of 0.92. The mean value for inter-item correlations was 0.48 (range, 0.17–0.86). The rotated solution revealed a three-factor structure that accounted for 48.10% of the variance observed. A significant inverse correlation was observed between questionnaire scores and hemoglobin A1c levels (r = –0.17; P < .01). Conclusions: This study validates the French-language version of the DFSQ-UMA, which can be used as a self-reported outcome measure for French-speaking patients in France.

Culture Shock and Cross-Cultural Adaptation Or, I Was OK Until I Got Here

1990 ◽  
Vol 12 (4) ◽  
pp. 2-20 ◽  
Author(s):  
Riall Nolan
Keyword(s):  
Cultural Adaptation ◽  
Culture Shock ◽  
Physical Illness ◽  
Cross Cultural ◽  
Cultural Transition ◽  
Cultural Interaction ◽  
Short Term ◽  
Cross Cultural Adaptation ◽  
Long Run ◽  
The Everyday

Cross-cultural interaction is occurring today on an unprecedented scale, as North meets South and West meets East. Many people believe that this will promote peace and understanding, and in the long run, they may well be right. But in the short term, such contact is more likely to produce "culture shock"—a stress-related syndrome whose symptoms can include. anxiety, confusion, depression, hostility, and even physical illness. This article discusses the phenomenon of culture shock and the role it plays in cultural transition—the process by which the exotic becomes the everyday.

scholarly journals ORGANIZATION IMPROVEMENT OF STUDENTS’ INDEPENDENT WORK IN CROSS-CULTURAL INTERACTION

2021 ◽  
Vol 229 ◽  
pp. 98-104
Author(s):  
N.V. Eremina ◽  
◽  
V.V. Tomin ◽  
J.V. Kanyukova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Social Order ◽  
Training System ◽  
Cross Cultural ◽  
Educational Process ◽  
Cultural Interaction ◽  
Formal Approach ◽  
Teaching Aids ◽  
The University ◽  
Independent Work

Currently, a very urgent problem in the university training system of students in foreign languages is the problem of designing educational and methodological complexes for classroom and extracurricular use. Analysis of this problem’s state in the context of social order allows us to note that the domestic market is insufficiently saturated with the required teaching aids. Existing textbooks differ, as a rule, either by a traditional formal approach or by a hypertrophied professional orientation and the absence of assignments aimed at independent extracurricular work. Educational and methodological complexes at the university level should be built based on communicative, sociocultural, and cognitive approaches. Raising the status of a foreign language in many countries’ education systems poses the task of creating new pedagogical, didactic, and methodological developments of conditions for improving the process of its learning. A characteristic feature of didactic aids is the versatility of their application. The structuredness of educational and methodological complexes in the form of multi-level blocks contributes to developing students of a scientific organization for the development of educational material, free orientation within the course, and the development of practical skills for performing control tasks. The main criteria for selecting material for students’ independent work are problematic, relevance, availability, adequacy, optimality of volume and complexity, the possibility of self-control and self-correction, and variability of tasks. Independent work in a foreign language in the context of cross-cultural interaction at non-linguistic faculties is an obligatory part of the educational process. The main goals are achieving an appropriate level of foreign language communicative competence and preparing graduates for an independent increase in foreign language proficiency. When planning and organizing students’ independent work in cross-cultural interaction, it is necessary to consider their readiness to perform this type of work: psychological, theoretical, practical.

scholarly journals Cross-cultural adaptation of the Work Disability Diagnosis Interview (WoDDI) for the Brazilian context

2012 ◽  
Vol 20 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Vivian Aline Mininel ◽  
Vanda Elisa Andres Felli ◽  
Patrick Loisel ◽  
Maria Helena Palucci Marziale
Keyword(s):  
Cultural Adaptation ◽  
Work Disability ◽  
Structured Interview ◽  
Cross Cultural ◽  
Expert Committee ◽  
Cross Cultural Adaptation ◽  
Work Related ◽  
Interview Guide ◽  
Back Translation ◽  
The University

The Work Disability Diagnosis Interview (WoDDI) is a structured interview guide developed by the University of Sherbrooke, Canada to help clinicians detect the most important work-related disability predictors and to identify one or more causes of prolonged absenteeism. This methodological study aims for the cross-cultural adaptation of the WoDDI for the Brazilian context. The method followed international guidelines for studies of this kind, including the following steps: initial translation, synthesis of translations, back translation, evaluation by an expert committee and testing of the penultimate version. These steps allowed obtaining conceptual, semantic, idiomatic, experiential and operational equivalences, in addition to content validity. The results showed that the translated WoDDI is adapted to the Brazilian context and can be used after training.

scholarly journals Cross-cultural adaptation of research tools: A study on the Cultural Intelligence Scale adaptation in Slovenian

2018 ◽  
Vol 14 (2) ◽  
pp. 386-403 ◽  
Author(s):  
Eva Boštjančič ◽  
R. Boyd Johnson ◽  
Urša Belak
Keyword(s):  
Focus Group ◽  
Cultural Adaptation ◽  
Cultural Intelligence ◽  
Assessment Tool ◽  
Cross Cultural ◽  
The Other ◽  
Cultural Interaction ◽  
Intelligence Scale ◽  
Cross Cultural Adaptation ◽  
Cultural Assessment

The article examines the cross-cultural transferability of a widely accepted cross-cultural assessment tool – the Cultural Intelligence Scale (CQS) – using research conducted in Slovenia and insights from the American and Slovenian researchers who translated the tool into Slovene and adapted it for use in Slovenia. In the context of a qualitative focus group based study, the researchers look at the specific characteristics of CQS perceptions within the Slovenian sample (two focus groups – one in the capital and the other in the south of the country) and identify barriers to these perceptions and the specific characteristics of the perceptions of Slovenian citizens regarding cross-cultural interaction.

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