Relevant bibliographies by topics / Competenza culturale

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Academic literature on the topic 'Competenza culturale'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Competenza culturale"

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Niccolucci, Franco. "4CH: un progetto per sviluppare le applicazioni e le competenze digitali per la gestione del patrimonio culturale." DigItalia 17, no. 1 (June 2022): 161–67. http://dx.doi.org/10.36181/digitalia-00045.

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L’articolo descrive il progetto europeo 4CH – Centro di Competenza per la conservazione del patrimonio culturale. Il progetto, coordinato da INFN – Istituto Nazionale di Fisica Nucleare attraverso la sua rete di laboratori CHNet, realizzerà un Centro che metterà a disposizione di operatori e istituzioni tecnologie scientifiche e digitali avanzate per la conservazione e il restauro, in particolare l’uso di modelli 3D. Le metodologie e tecnologie saranno documentate e rese disponibili, insieme a standard e buone pratiche, su una base digitale della conoscenza. Saranno inoltre creati strumenti di formazione e di aggiornamento. Il Centro di Competenza europeo si articolerà attraverso una rete di Centri nazionali, e insieme contribuiranno a realizzare la trasformazione digitale del settore dei beni culturali.
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Dell’Aversana, Giuseppina, and Andreina Bruno. "Servizi sanitari, migrazione e diversità. Prospettive sull'implementazione della competenza culturale." RICERCHE DI PSICOLOGIA, no. 1 (April 2020): 275–99. http://dx.doi.org/10.3280/rip2020-001013.

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Zorman, Anja. "LE OPINIONI DEGLI INSEGNANTI SULL'INSEGNAMENTO IN CLASSI LINGUISTICAMENTE E CULTURALMENTE ETEROGENEE." Folia linguistica et litteraria XI, no. 30 (2020): 395–415. http://dx.doi.org/10.31902/fll.30.2020.22.

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Nel presente contributo vengono esposti alcuni risultati della ricerca sull’interculturalità e sull’educazione interculturale, condotta in sei regioni slovene e italiane con presenza di minoranze linguistiche e culturali. La ricerca ha preso in considerazione vari aspetti della didattica, della formazione degli insegnanti, degli atteggiamenti degli allievi e dei loro genitori riguardo all’apprendimento in classi linguisticamente e culturalmente eterogenee. I risultati presentati nel contributo riguardano le opinioni degli insegnanti sull’insegnamento in classi linguisticamente e culturalmente eterogenee, suddivise in seguenti categorie: (1) lo sviluppo professionale, (2) personale e culturale degli insegnanti coinvolti nelle classi linguisticamente e culturalmente eterogenee, (3) la loro percezione dell'apprendimento in generale e linguistico in particolare, e (4) delle relazioni interpersonali tra gli allievi. Dall'inchiesta che ha coinvolto 281 insegnanti emerge una percezione degli insegnanti molto positiva del loro sviluppo professionale e culturale, e neutra riguardo la collaborazione con altri insegnanti. Sebbene la maggioranza degli insegnanti non sia dell'opinione che la compresenza di allievi di diverse origini linguistiche e culturali ostacoli il lavoro in classe, dichiara comunque che l'insegnamento in classi linguisticamente e culturalmente eterogenee richiede lavoro aggiuntivo. La didattica non risente delle difficoltà nella comunicazione tra allievi di lingue e culture diverse, così come lo sviluppo della competenza comunicativa della lingua d'insegnamento non è compromesso dalla eterogeneità linguistica in classe. Molto positiva è la percezione degli insegnanti relativa allo sviluppo di rapporti interpersonali tra gli allievi
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Alujević, Marijana, and Mira Braović Plavša. "L’uso dei proverbi nell’insegnamento della lingua italiana." Zbornik radova Filozofskog fakulteta u Splitu, no. 13 (2020): 185–200. http://dx.doi.org/10.38003/zrffs.13.1.

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I proverbi con la loro forma particolare, fissa e concisa, ritmicamente organizzata e stimolante adempiono un ruolo di trasferimento d’esperienze, sapere popolare e cognizioni essenziali per la sopravvivenza. Vengono considerati validi strumenti per raggiungere diversi obiettivi educativi e per chiarire il rapporto tra cultura e lingua. La complessità nel collocare e nell’analizzare la struttura dei proverbi spesso scoraggia i docenti ostacolando l᾽impiego didattico di questa inesauribile fonte di diverse sfaccettature didattiche. In questo contributo vengono proposti svariati usi dei proverbi nell’apprendimento dell’italiano come lingua straniera. Un᾽unità didattica, anche nelle sue fasi principali, offre molteplici possibilità di applicazione dei proverbi in tutti gli ambiti dell’insegnamento di base: lessicale, grammaticale, morfosintattico e fonologico. Contemporaneamente apre orizzonti di valore civico culturale. La padronanza dei proverbi in una lingua straniera è un indicatore valido e rilevante della competenza interculturale che fa parte integrante della competenza comunicativa. I proverbi sono nello stesso tempo un incentivo per gli insegnanti a inoltrarsi in significati linguistici non sempre espliciti, difficili da interpretare e dominare a pieno.
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Forgione, Davide. "I know You got soul. Street education projects of Hip-Hop Based Pedagogy." Form@re - Open Journal per la formazione in rete 21, no. 2 (July 31, 2021): 106–23. http://dx.doi.org/10.36253/form-10779.

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Project design is a fundamental element within educational contexts. Plus, it is a core competence that should be part of the baggage of those working in education and learning, along with evaluative and empirical skills. Involving adherence to the context while maintaining a certain methodological rigor, it is considered important ensuring the achievement of development goals in childhood and adolescence. This intervention offers an innovative approach based on the application of pedagogical methods and practices close to the cultural context of the individuals, taking as reference the adolescent beneficiaries of an educational center in an urban area. The idea is to set up a educational street practice through Hip-Hop Based Education, a set of practices that incorporate the creative elements of hip-hop culture into teaching. Young people are encouraged to establish a connection with the contents dealt with by encountering them in their own cultural territory, educating through their own realities and experiences. I know You got soul. Percorsi di Educativa di Strada basati sulla pedagogia Hip-Hop La progettazione è un elemento fondamentale all’interno dei contesti educativi nonché una competenza cardine che dovrebbe far parte del bagaglio di coloro che operano in ambito educativo e formativo, insieme a quella valutativa ed empirica. Implicando al tempo stesso di essere aderenti al contesto pur mantenendo un certo rigore metodologico, si considera importante nel garantire il raggiungimento dei traguardi di sviluppo nell’infanzia e adolescenza. Questa proposta d’intervento offre un approccio innovativo e improntato all’applicazione di metodi e pratiche pedagogiche vicine al contesto culturale degli individui, prendendo come riferimento i beneficiari pre-adolescenti e adolescenti di un centro educativo in un’area urbana. L’idea è imbastire un intervento di educativa di strada mediate la Hip-Hop Based Education, un insieme di pratiche che incorporano gli elementi creativi della cultura hip-hop nell’insegnamento. I giovani vengono così stimolati a stabilire una connessione con i contenuti trattati incontrandoli nel proprio territorio culturale, educando attraverso le proprie realtà ed esperienze.
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Milione, Anna. "L'intercultura in pratica: saperi, competenza e professionalità per la scuola plurale." WELFARE E ERGONOMIA, no. 1 (September 2021): 191–213. http://dx.doi.org/10.3280/we2021-001016.

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Le migrazioni odierne costituiscono un cambiamento strutturale della società contempora-nea, manifestano i segni delle trasformazioni degli assetti geopolitici mondiali, le dinamiche della globalizzazione e gli effetti che essa sta producendo sulla società (Sassen, 2014; Geisel-berger, 2017; Bauman, 2017; Latour, 2017). Il mondo sta cambiando profondamente e al tempo stesso cambiano gli strumenti di lettura della società: la globalizzazione e lo sviluppo delle nuove tecnologie hanno creato interconnessioni ed interdipendenze che mettono in di-scussione categorie concettuali autoreferenziali ed etnocentriche. In questa prospettiva, le migrazioni globali e la crescente mobilità verso l'Europa rendono molto rilevante l'analisi dei processi di inclusione sociale in relazione alle risposte che offrono i sistemi educativi. Non si tratta più solo di accogliere migrazioni temporanee, ma di imparare a costruire insieme, e imparare ad abitare uno spazio comune in vista di insediamenti durevoli (Latour, 2017). Questo cambiamento induce a rivedere radicalmente il canone monoculturale della scuola, a ripensare le strutture organizzative, il progetto pedagogico e le sue matrici curricolari. Il cambiamento epocale di questi ultimi decenni induce ad assumere una nuova vision in cui la scuola è chiamata a confrontarsi con le trasformazioni che attraversano la società globale e con il riemergere della condizione antropologica dell'homo migrans, in movimento da una parte all'altra del globo attraverso infrastrutture fisiche e/o telematiche, che porta a ridefinire i contenuti della cittadinanza sociale in una prospettiva planetaria. Questa visione avvalora e rende ancora più urgente il progetto dell'«Educazione interculturale» che, ancora impro-priamente associata al governo dei flussi migratori e all'inclusione scolastica degli alunni figli di immigrati, rappresenta un'occasione di rinnovamento culturale per la società nel suo insieme. In questa ottica, l'articolo intende definire i caratteri dell'educazione interculturale e, a partire dall'analisi delle pratiche di inclusione scolastica degli alunni con background mi-gratorio, mettere a fuoco le competenze e le professionalità necessarie a fronteggiare la plu-ralità dei bisogni educativi che si pongono nelle classi scolastiche italiane al fine di integrare tutte le diversità.
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Milici, Antonina. "L'uso di tecniche teatrali nell’insegnamento-apprendimento di una LS/L2." Cuadernos de Filología Italiana 26 (October 2, 2019): 57–73. http://dx.doi.org/10.5209/cfit.62479.

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Oggi è oltremodo importante investigare sulle migliori strategie volte a facilitare l’acquisizione di competenza comunicativa in LS/L2, anche in considerazione delle più recenti politiche linguistiche europee. Il processo di insegnamento-apprendimento va ripensato in chiave sociolinguistica, pragmatica e interculturale. Come già acclarato dalla ricerca, la partecipazione emotiva dei discenti gioca un ruolo chiave per una maggiore efficacia negli esiti di apprendimento. Ciò è perfettamente in linea coi principi dell’approccio orientato all’azione che ritroviamo nel Quadro Comune Europeo di Riferimento per le Lingue e nel Companion Volume del 2018. Il presente contributo intende descrivere potenzialità e vantaggi delle tecniche teatrali impiegate in glottodidattica. Non sono moltissimi gli studi teorici in questo campo proprio perché esso si basa su esperienze pratiche che, oltre ad una buona padronanza in LS/L2, mirano ad ottenere risultati in ambito sociale, specialmente per gli stranieri, come la possibilità di un più rapido adattamento nel paese di accoglienza mantenendo il proprio bagaglio linguistico e culturale. La glottodidattica teatrale ha suscitato sempre maggior interesse perché rispondente in pieno alla promozione di un’educazione plurilinguistica e interculturale e della convivenza democratica.
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Martelli, Barbara. "TWO HALVES OF THE SAME KIWI: ITALIAN LANGUAGE AND CULTURE AMONG NEW ZEALANDERS OF ITALIAN ORIGIN." Italiano LinguaDue 14, no. 1 (July 26, 2022): 338–59. http://dx.doi.org/10.54103/2037-3597/18183.

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This essay documents the diffusion of the Italian language and culture in Aotearoa-New Zealand, an officially bilingual (English and Māori), as revealed by the double name, and multicultural society. By adopting an eclectic approach that combines sociolinguistics, language teaching methodology, and cultural anthropology, my paper is a micro-ethnography performed on a group of five women of Italian origin with different levels of competency in Italian as their second language. This group of Kiwis – as New Zealanders frequently refer to themselves – ranged age from 16 to 68 and reside in greater Auckland, New Zealand’s most populous city. Their testimonies were collected through a series of face-to-face semi-structured qualitative interviews and based on several sessions of participant observation involving immersion and interaction in the socio-cultural environment of the informants. Notwithstanding their small number, the stories collected in this research disclose a significant ethnographic relevance as they testify to key aspects of Italianness in the social and historical context of New Zealand. In line with the sociolinguistic theories on the circulation of Italian in the world, on the motivations underpinning its learning and on the typology of speakers, I specifically addressed the following topics: Italian as a language of migration, Italian as a language of culture, Italian taught at university, Italian as part of a fluid and transnational multi-identity, and Italian in the global market. Due metà dello stesso Kiwi: lingua e cultura italiana tra i neozelandesi di origine italiana Il seguente saggio documenta la diffusione della lingua e della cultura italiana in Aotearoa - Nuova Zelanda, paese ufficialmente bilingue (inglese e Māori), come rivela il doppio nome, e multiculturale. Attraverso un approccio eclettico che combina sociolinguistica, glottodidattica e antropologia culturale, l’articolo si propone come micro-etnografia condotta su un gruppo di cinque donne di origine italiana con diversi livelli di competenza in italiano come lingua seconda. Questo gruppo di informatrici Kiwi – questo è il nome con il quale i/le neozelandesi si riferiscono comunemente a sé stessi/e – ha un’età compresa tra i sedici e i sessantotto anni e risiede nell’area metropolitana di Auckland, la città più popolosa della Nuova Zelanda. Le loro testimonianze sono state raccolte tramite una serie di interviste qualitative semi-strutturate, condotte di persona, e diverse sessioni di osservazione partecipante che hanno comportato l’immersione e l’interazione nell’ambiente socio-culturale delle informatrici. Nonostante il loro numero limitato, le storie raccolte in questa ricerca dimostrano una significativa rilevanza etnografica poiché testimoniano aspetti chiave dell’italianità nel contesto storico-sociale neozelandese. In linea con le teorie sociolinguistiche sulla circolazione dell'italiano nel mondo, sui motivi dell’apprendimento e sulla tipologia dei parlanti, ho esaminato nello specifico i seguenti argomenti: l’italiano lingua di migrazione, l’italiano lingua di cultura, l’italiano insegnato all’università, l’italiano come parte di una pluri-identità fluida e transnazionale e, infine, l’italiano nel mercato globale.
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Chin, J. L. "Cultural competence. Viewpoint. Culturally competent health care." Public Health Reports 115, no. 1 (January 1, 2000): 25–34. http://dx.doi.org/10.1093/phr/115.1.25.

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Lorenzen, Ashley R. "An enhanced appreciation of cultural competency: Developing culturally competent practitioners." Journal of the American Pharmacists Association 57, no. 3 (May 2017): 295–96. http://dx.doi.org/10.1016/j.japh.2017.04.003.

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Dissertations / Theses on the topic "Competenza culturale"

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Anderson, Aaron. "An exploration of the intercultural competence and the cross-cultural experiences of educational psychologists in the United Kingdom." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34340.

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The United Kingdom (UK) is becoming increasingly diverse (Office for National Statistics, 2013). Educational psychologists in the UK will need to feel competent in providing services to an increasingly multicultural population. This research study used a mixed method, two-phase, sequential, explanatory study design to explore the self-perceived intercultural competence of UK educational psychologists and trainee educational psychologists (EP/Ts). The study also explored EP/Ts experiences of working with culturally diverse populations. The first phase of this research study used an online adapted version of the MCCTS-R (Holcomb-McCoy & Myers, 1999; Munoz, 2009), and the second phase built upon the first phase with follow-up semi-structured interviews, analysed using Braun & Clarke's (2006) thematic analysis. The results of this research study present a breadth and depth of information. EP/Ts generally perceived themselves to be competent to work cross-culturally with particular areas of competence including knowledge of assessment bias, poverty effects, and positive attitudes towards diverse cultures. EP/Ts also reported areas of lower competence including theories of racial/ethnic identity development, limited experiences of community work and limited knowledge of community resources. However, EP/Ts perceptions about development needs depended upon their awareness. The process of participating in the study raised awareness of gaps in knowledge and limitations in practice. The study concludes with a discussion of implications for the practice of EP/Ts.
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Henriksson, Malin. "Cultural competence in Swedish primary care : Are some providers more prone to be culturally competent than others?" Thesis, Växjö University, School of Social Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-864.

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Cultural competence has become an important topic since the society has evolved to be more multicultural, these societies have a big problem with their healthcare systems and it is said that primary care in Sweden must become better adjusted to the needs of minorities. The objective of this study was to investigate the degree of cultural competence in primary care in Sweden and to examine if the degree of cultural competence had a relation to the providers personality, gender, age ethnicity and educational level. Three different county councils were asked to participate but only one agreed. From 13 different primary care wards, 111 participants filled in three different instruments measuring personality, cultural competence and social desirability. The result of Pearson correlations, partial correlations, two-tailed independent t-tests and a χ²- test show that the degree of cultural competence is relatively low. Also, persons who are more conscientious and open, less neurotic, and educated at a university are more prone to be culturally competent. This investigation shows that there is a need to make individuals who work in primary care more aware of these issues. The focus should not lie on personnel level alone, but on organizational level as well.

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Yeritsyan, Sargis. "Just Culture Consulting, LLC| Cultural Competency Services for Healthcare Providers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839096.

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The U.S. healthcare industry seeks to improve patient satisfaction as the national trend of increasing diversity and ethnic representation continues. The provision of culturally sensitive health care will not only increase patient satisfaction and outcome metrics but also allow healthcare organizations to thrive financially by meeting patient needs and payer requirements. Just Culture Consulting, LLC. is a start-up, for-profit healthcare consulting firm that will provide cultural competency and language training services for healthcare professionals. Just Culture Consulting, LLC. aims to build a regionally and potentially a nationally recognized brand in specialty healthcare consulting by capitalizing on the growing need for culturally competent providers in healthcare. The Firm will retain a large client base through aggressive marketing and by leveraging the skills of its multicultural staff who possess significant career and native exposure to language, cultural sensitivity, healthcare delivery, and administration.

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Griffin, Sánchez María Alessandra, and Duffoó Daphne Andrea Rojas. "Análisis de la aplicación de las competencias culturales e interculturales por los estudiantes de Traducción e Interpretación Profesional de la Universidad Peruana de Ciencias Aplicadas." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652350.

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Para realizar trabajos de traducción, los estudiantes de Traducción hacen uso de sus competencias culturales e interculturales para atender los focos de dificultad cultural que se presenten en el proceso traslativo. Si bien existen investigaciones sobre problemas culturales en la traducción, aún no hay suficientes estudios dedicados a analizar cómo se aplican las competencias culturales para atender estos problemas, sobre todo en el contexto peruano. Por ello, en la presente investigación se analizará de qué manera los estudiantes de la carrera de Traducción e Interpretación Profesional de la Universidad Peruana de Ciencias Aplicadas aplican sus competencias culturales para identificar y solucionar problemas culturales. Con el fin de obtener resultados, este estudio se centrará en estudiantes que cursen las asignaturas de Traducción Directa II y Traducción Inversa I, ya que en estas asignaturas los estudiantes aplican los conocimientos culturales previamente desarrollados en trabajos de traducción. Para el desarrollo de esta investigación se propone utilizar las técnicas de análisis de documentos, observación y entrevistas. El análisis de documentos será útil para analizar las traducciones de los estudiantes y conocer las técnicas de traducción aplicadas. La observación a sesiones de las asignaturas seleccionadas permitirá conocer los problemas culturales que identificaron y, por último, las entrevistas ayudarán a comprender el proceso traslativo de cada estudiante, es decir, las estrategias empleadas para atender los problemas culturales identificados.
In order to carry out translation tasks, translation students use their cultural and intercultural competences to deal with cultural problems that appear in the translational process. Although there are researches on cultural problems in translation, there are still not enough studies focused on analyzing how cultural competences are applied to address these problems, especially in the Peruvian context. Therefore, this research will analyze how Translation and Interpreting students from Universidad Peruana de Ciencias Aplicadas apply their cultural competences to identify and solve cultural problems. In order to obtain results, this study will focus on students who are taking Traducción Directa II y Traducción Inversa I, since the students apply the cultural knowledge previously developed in translation tasks in these subjects. For the development of this research, it is planned to use the techniques of document analysis, observation and interviews. The analysis of documents will be useful to analyze students' translations and to learn about the translation techniques they have applied. The observation of the selected subjects will allow us to understand the cultural problems they have identified and finally, the interviews will help us to understand the translation process of each student.
Trabajo de investigación
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Howell, Claudia Elizabeth. "Supervision, Culture, and Relationship: Examining Supervisor Cultural Competence and the Working Alliance." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70918.

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In the counseling profession, clinical supervision is utilized to facilitate the personal and professional development of counselors in training (Bernard and Goodyear, 2014). Within this supervisory relationship, supervisors must adhere to the 2015 ACA Code of Ethics, which describes the need for infusing cultural competence into both counseling and supervision practices. This emphasis is warranted; as the population of the United States is growing more diverse and cultural sensitivity in counseling will be needed in order to best serve clients. Both qualitative and quantitative research in various allied fields and settings suggest that supervisor cultural competence positively impacts the supervision working alliance (i.e., Ladany, Brittan-Powell and Pannu, 1997; Ancis and Marshall, 2010; Wong, Wong and Ishiyama, 2013). However, research conducted from the perspective of supervisors working in community settings is limited. This study sampled 78 community supervisors to address the dearth in the counselor education literature concerning the relationships between supervisor cultural competence and the working alliance. Results indicated an overall positively correlated relationship between supervisor multicultural competence and the working alliance. Additionally, the results suggested that supervisor cultural knowledge and supervisor cultural skills are the greatest predictors of a strong working alliance, while supervisor multicultural relationship and supervisor multicultural awareness accounted for some additional variance. The results support the trend away from a competency-based model of cultural sensitivity and attention in counseling and toward a model of cultural humility.
Ph. D.
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Masud, Saima. "'Can there be cultural competence without culture?' : psychologists' discourse on working with minorities." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/4731.

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The literature review in this thesis is an exploration of the recent emphasis in policy on the equality of mental health services for minority ethnic clients, with a focus on cultural competence models in clinical psychology. The review is based on a textual analysis of a policy document to consider whether cultural competence is a promotion or restriction of equality. The policy and models of cultural competence were found to employ essentialist definitions that could be an issue in developing appropriate and relevant services. It is argued that a context-specific and flexible interpretation of culture is required. The empirical research examines clinical psychological discourses about working with minority ethnic clients. It discusses an interview study and a group discussion study conducted among clinical psychologists. Drawing on discourse analysis this research examines the interpretative repertoires and discursive strategies that psychologists use in their accounts of working with minority ethnic clients, and how these construct a particular version of cultural competence. In the interviews, an interpretative framework in terms of 'social context' involved a consideration of the client's cultural background, and an interpretative framework of 'individual context' was considered to be a way of formulating the client's own interpretation of cultural background. In the group discussion, the key interpretative framework was the 'individual/curious' repertoire, which also focused on understanding cultural background from the client's interpretation. It is shown that in using these repertoires the psychologists' construction of cultural competence oscillates between a risk of reifying minority ethnic groups and a risk of neglecting issues such as ethnic discrimination. Based upon the literature and empirical parts, the reflective part of this thesis considers the researchers orientation to the research, in terms of epistemology, and as a minority ethnic researcher conducting research on the subject of minorities.
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Kaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.

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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.
Ph. D.
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Chen, Cristina Rodriguez. "Culturally Competent Evaluations." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984176/.

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Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills necessary to distinguishing language difference from disability and provide appropriate services to these students. However, little research exists examining the role of evaluator's cultural competence in evaluating ELLs for special education; furthermore, what does exist shows that many evaluators report low levels of self-efficacy as it relates to assessing ELLs. The first chapter of the dissertation reports on a review of 21 articles conducted to address best practices for evaluating culturally and linguistically diverse (CLD) learners, evaluator self-efficacy, and recommendations for conducting culturally competent assessments and evaluations. The majority of the articles identified in this review focused on recommendations for best practices for conducting evaluations rather than reporting empirical findings related to the topic. Only one study was identified that focused on appropriate training needed by evaluation staff to effectively discriminate between language difference and a disability. Based on the findings of this review, additional research, using a rigorous methodology is needed. Addressing that need, the second chapter reports the results of a study conducted to examine the effectiveness of Project PEAC3E (Preparing Evaluators to Accurately Conduct Culturally Competent Evaluations), a reform-oriented professional development model, using case-based activities designed to increase evaluators' sense of self-efficacy, cultural competence, and the accuracy of evaluator eligibility decisions for English language learners (ELLs). The study found that Project PEAC3E was effective in increasing evaluator self-efficacy.
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Yates, Vivian Marie. "Cultural Competence Levels of Ohio Associate Degree Nurse Educators." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1225115383.

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Edwards, Ann Marie Elizabeth. "Implementation of a Transcultural Nursing Education Program to Improve Nurses' Cultural Competence." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6996.

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The exponential growth of culturally diverse populations in the United States has led to a multicultural patient population while the nursing workforce remains predominantly White. At the project site, managers identified that staff nurses struggled to deliver culturally competent care. The purpose of this project was to improve the cultural competence of registered nurses (RNs) through a transcultural nursing education program. Leininger's transcultural nursing theory guided the project. Sources of evidence used to develop a face-to-face educational program included peer-reviewed journals, credible websites, and the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-R tool. Aggregate pretest and posttest scores were used to determine RNs' competency levels. The Statistical Package for the Social Sciences software was used for data analysis, and a paired t test was used to determine the impact of the program. Of the 22 participants, 4 (18%) scored within the culturally competent range on the pretest, compared to 17 (77%) on the posttest. These findings were statistically significant (p < 0.000) and demonstrated a positive outcome from the educational project. Key recommendations are to continue this education for other RNs in the facility and at other facilities in the network. The implications of this project for positive social change include raising the cultural competency of nurses, which has the potential to improve patient outcomes.
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Books on the topic "Competenza culturale"

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Campinha-Bacote, Josepha. The process of cultural competence: A culturally competent model of care. Wyoming, Ohio: Transcultural C.A.R.E. Associates, 1991.

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Lobasso, Fabrizio, Igiea Lanza di Scalea, Valeria Tonioli, and Fabio Caon. Between Languages and Cultures. Intercultural Communication between the Italians and Sudanese. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-244-4.

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La collana Comunicazione interculturale, Comint, è l’espressione del Centro di Ricerca sulla Didattica delle Lingue rispetto a questo fondamentale ma trascurato aspetto della padronanza delle lingue.Nella collana Comint trovano spazio ricerche legate all’ambito della comunicazione interculturale. I settori toccati sono quelli: accademico, culturale, politico-diplomatico, aziendale, turistico, socio-sanitario. Più in generale, l’attenzione è rivolta a come l’efficacia della comunicazione tra persone di diverse lingue e culture sia condizionata dall’inconsapevolezza delle differenze tra aspettative e comportamenti. Proprio la consapevolezza diventa invece fondamentale per comunicare efficacemente, sia attraverso il codice verbale, sia attraverso quello non verbale e sviluppare una piena competenza comunicativa interculturale. La collana ospita lavori di studiosi che operano sia a Ca’ Foscari sia in altre istituzioni.
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Barnes, Joanne, and Corey Seemiller. Cultural Competence. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2021. http://dx.doi.org/10.4135/9781071869192.

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Campinha-Bacote, Josepha. The process of cultural competence in the delivery of healthcare services: A culturally competent model of care. [Cincinnati, Ohio?]: Transcultural C.A.R.E. Associates, 2003.

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Hark, Lisa, and Horace DeLisser, eds. Achieving Cultural Competency. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444311686.

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Cross-cultural competence. Abingdon, Oxon [England]: Routledge, 2005.

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Harris, Patrick. Culturally competent disability support: Putting it into practice : a review of the international and Australian literature on cultural competence. Harris Park, N.S.W: Multicultural Disability Advocacy Association of NSW, 2004.

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Nickerson, Mark, ed. Cultural Competence and Healing Culturally Based Trauma With EMDR Therapy. New York, NY: Springer Publishing Company, 2016. http://dx.doi.org/10.1891/9780826142870.

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Nickerson, Mark, ed. Cultural Competence and Healing Culturally Based Trauma With EMDR Therapy. 2nd ed. New York, NY: Springer Publishing Company, 2022. http://dx.doi.org/10.1891/9780826163424.

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1962-, Shingles Rene Revis, ed. Cultural competence in sports medicine. Champaign, IL: Human Kinetics, 2011.

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Book chapters on the topic "Competenza culturale"

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Lim, R. F., and C. C. Bell. "La competenza culturale nella valutazione del rischio di violenza." In Valutazione e gestione della violenza, 31–50. Milano: Springer Milan, 2014. http://dx.doi.org/10.1007/978-88-470-1738-2_3.

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Davis, Michael. "The “Culture” in Cultural Competence." In Cultural Competence and the Higher Education Sector, 15–29. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2_2.

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Bedoya, C. Andres, Sannisha K. Dale, and Peter P. Ehlinger. "Cultural Competence Within Behavioral Medicine: Culturally Competent CBT with Diverse Medical Populations." In The Massachusetts General Hospital Handbook of Behavioral Medicine, 321–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29294-6_15.

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Arredondo, Elva. "Cultural Competence." In Encyclopedia of Behavioral Medicine, 582–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_172.

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Arredondo, Elva. "Cultural Competence." In Encyclopedia of Behavioral Medicine, 527–29. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_172.

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Martinez, Linda S., and Flavia C. Peréa. "Cultural Competence." In Encyclopedia of Immigrant Health, 516–19. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_186.

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Walker, Steven. "Cultural Competence." In Culturally Competent Therapy, 7–31. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-05729-7_2.

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Hynes, Geraldine E. "Cultural Competence." In Interpersonal Communication in the Diverse Workplace, 19–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003335177-3.

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Walker, Victoria, and Vetta Sanders Thompson. "Cultural competency." In Public Health Research Methods for Partnerships and Practice, 91–114. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.1201/9781315155722-5.

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Cox, Raymond W. "Cultural Competence." In Public Administration in Theory and Practice, 216–33. Third edition. | New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351003940-14.

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Conference papers on the topic "Competenza culturale"

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To'xtasinov, I. "“COMPETENCE” AND “COMPETENCE SCIENCE” IN TRANSLATION STUDIES THE NATURE OF THE TERMS." In GLOBAL AND NATIONAL VALUES ALONG GREAT SILK ROAD: LANGUAGE, EDUCATION AND CULTURE. SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES OF THE REPUBLIC OF UZBEKISTAN, 2020. http://dx.doi.org/10.26739/conf10.10.2020-1.

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The thesis deals with the problem of the concepts as competence and competency in Translation studies. It reveals in detail differences and similarities between these two concepts. Moreover, it is described the importance of professional and communicative competence of interpreters.
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"The Benefits and Challenges of Living, Teaching and Working in Today’s Diverse World." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4355.

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Aim/Purpose: The purpose of this report is to provide an understanding of cultural diversity in today’s global economy and to understand what shapes our identities and what influences our behavior. Background: Culture is the way of functioning in today’s world and it refers to the shared language, beliefs, values, norms, behaviors, and material objects that are passed down from one generation to the next. Cultural diversity helps individuals recognize and respect the stewpot of today’s world and promoting cultural diversity and cultural competency helps individuals define and respect the diversity that encompasses today. Cultural competence also helps individuals embrace values and cultural nuances that are not necessarily akin to the one’s the individual possesses. Individuals interact with others to build bridges to trust, respect, and understanding across cultures. Furthermore, diversity makes the world a more interesting place to live, as people from diverse backgrounds contribute language, new ways of thinking, new knowledge, and different experiences. Methodology: A non-systematic literature review by way of reviewing articles that were found in many of major databases under the terms “Diversity in the workplace” since the year 2010 was conducted. Findings: This study identified major findings that would help individuals shape the diversity encountered and provides an avenue toward unity.
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Plugina, Maria, and Inga Rodionova. "The Formation of Multi-Culturalness as a Prerequisite for the Efficient Performance of Lecturers in Situations of Inter-Ethnic Communication." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-44.

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A characteristic trait of the global society is the introduction of the idea of multi-culturalness into all areas of human life. Therefore, general cultural competencies shall include such a constituent as multi-cultural competency of personality to enable efficient performance in situations of inter-ethnic communication. The set problem has been tackled by all social institutions, however, the central role in that regard is the teaching community, which has a strong influence on the content of young people’s consciousness and behaviour. In this regard, it is important to update the problem of shaping the multicultural competence of university lecturers, which is the purpose of this study. To achieve the set objective, several intercomplementary research methods and techniques were applied: the theoretical analysis of scientific literature, observations, questionnaires, a content-analysis method, testing. A study of 200 teachers showed that in the minds of teachers, knowledge regarding the specifics of a multicultural environment, the image of a representative of another culture and inter-ethnic interactions are presented at the everyday level, are formed spontaneously based on their own experience, which requires the creation of special conditions for their further development. The content-analysis has yielded that markers used during defining a multi-cultural environment often include such semantic constructions as ‘various cultures’ and ‘several cultures’. A study of the characteristics of communicative tolerance showed that most teachers have a high level of tolerance manifested in various situations of interpersonal relations, whereas a low level was not detected.
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"Autoethnography of the Cultural Competence Exhibited at an African American Weekly Newspaper Organization." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4187.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. Background: I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Methodology: Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Contribution: Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. Findings: By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example. Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers. Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers. Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example. Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks.
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"Cultivating Cultural Competence: Context, Culture, and Technology of a Global Reading Challenge." In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14304.

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Kostina, Ekaterina, Svetlana Khoroshilova, and Elena Pushkareva. "BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/01.

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The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.
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Kostina, Ekaterina, and Svetlana Khoroshilova. "BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/02.

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"The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers."
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Maung Maung, Kyi Phyu, and Amoneeta Beckstein. "The Need for Ethical and Multiculturally Competent Practice of Psychology in Myanmar." In 7th International Conference on Spirituality and Psychology. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/icsp.2022.011.

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ABSTRACT Myanmar’s mental health system is in dire need of improvement. The importance of mental health care has generally been overlooked and undervalued in the country. The negligence seems to stem from a lack of policies, training, infrastructure, funding, stigmatization, and a suitable ethical code of conduct. Due to six decades of international isolation, the small discipline of psychology, which already faced social disdain due to stigmatization, was further degraded as an academic discipline. Coupled with the recent ongoing violence that likely contributed to trauma amongst some of the population, this highlights the importance of well-established multiculturally competent ethical guidelines for psychology to gain a respectable reputation as a viable mental health treatment and as a scientific study of human behavior. This paper is an autoethnography exploring Myanmar’s barriers to effective mental health care while emphasizing establishing an empirically backed culturally competent ethical code of conduct for Myanmar’s field of psychology. As an individual born and raised in Myanmar, the first author hopes to shed some light on the mental health crisis in Myanmar by sharing her personal experiences. The authors also reviewed and analyzed the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct and explored the multiculturally competent adaptability and applicability of the APA Ethical Code of Conduct to Myanmar culture. Recommendations and implications for practitioners and future research were offered. KEYWORDS: Ethical Code of Conduct, mental health care, multicultural competence, Myanmar, psychology
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McHugh-Cole, Amy B., Gabrielle Sarah Russell-Mundine, and Rachael Freya Simons. "Cultural competence: a key component for training global citizens." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8083.

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As globalization continues to make cross-cultural interactions more of a reality, the need to develop the cultural competence of students and staff is imperative. The University of Sydney has included cultural competence in its 2016-20 strategic plan, necessitating the embedding of cultural competence across all functions of the University. The National Centre for Cultural Competence (NCCC) at The University of Sydney was created to lead the thinking on cultural competence, which includes creating teaching and learning resources to guide University students and staff on their cultural competence journey. In this paper, we discuss a cultural competence seminar developed and delivered by the NCCC to students participating in a broader program designed to educate and prepare them to be global citizens. We will examine the efficacy of our approach to cultural competence training with this particular cohort of students.
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Palatkina, Galina, Andrey Sharonov, Alexey Podlipalin, and Zhanna Sorokina. "Information technologies as a means of involving older preschool children into regional culture." In "The Caspian in the Digital Age" within the framework of the International Scientific Forum "Caspian 2021: Ways of Sustainable Development". Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.aers4517.

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The study is devoted to the problem of the humanitarian aspect of involving older preschool children in regional culture in the context of the use of digital technologies. The relevance of the problem under study in modern conditions of social development is indicated. The events of recent years show how important it is to promptly solve the problems of involving the younger generation in their native traditions, values, norms, and rules. The process of forming the sociocultural competence of the child should begin in the preschool period, the most favourable for solving the task. The study clarifies the concept of socio-cultural competence. The importance of the use of digital technologies in the process of involving older preschoolers in regional culture is proved, conclusions are drawn about the effectiveness of using digital technologies as a means of involving older preschool children in regional culture.
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Reports on the topic "Competenza culturale"

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Hulme, Celia, Alys Young, Katherine Rogers, and Kevin Munro. Deaf Sign Language users and Audiology Services: A scoping review on cultural competence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0133.

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Review question / Objective: This study aims to identify culturally competent practice in audiology services from service provider and adult Deaf sign language users’ perspectives. Therefore, the questions are as follows: (1) Are audiology services providing culturally competent practice to adult patients who are Deaf sign language users? (2) What are adult Deaf sign language users’ experiences of audiology services from the perspective of cultural competence? Information sources: The following databases will be used: PubMed, Embase, CINHAL, PsychInF0, Web of Science SSCI and Project Muse. Grey literature (for example, guidelines, policies, and practice documents) will be searched. Also, key journals, reference lists and grey literature will be searched for additional references. There will be no publication date restriction to avoid excluding papers identified in non-indexed papers. The search date for each database and platform will be reported.
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Patching-Bunch, Jessica. Learning Cultural Competency through International Immersion Travel. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.274.

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Nomie, Jordan. Cultural Competency: A Quantitative Analysis of Cultural Awareness in U.S. Healthcare. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.49.

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Ross, K. G., and C. A. Thornson. Identification of Measures Related to Cross-Cultural Competence. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada488007.

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McCloskey, Michael J., Kyle J. Behymer, Elizabeth L. Papautsky, and Aniko Grandjean. Measuring Learning and Development in Cross-Cultural Competence. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada568555.

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McCloskey, Michael J., Aniko Grandjean, Kyle J. Behymer, and Karol Ross. Assessing the Development of Cross-Cultural Competence in Soldiers. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada533959.

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Dasgupta, Shoumita, and Katherine Larabee Tuttle. Human Genetic Variation: A Flipped Classroom Exercise in Cultural Competency. Genetics Society of America Peer-Reviewed Education Portal (GSA PREP), October 2013. http://dx.doi.org/10.1534/gsaprep.2013.003.

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Rasmussen, Louise J., Winston R. Sieck, Beth W. Crandall, Benjamin G. Simpkins, and Jennifer L. Smith. Data Collection and Analysis for a Cross-Cultural Competence Model. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada588188.

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Caligiuri, Paula, Raymond Noe, Riall Nolan, Ann M. Ryan, and Fritz Drasgow. Training, Developing, and Assessing Cross-Cultural Competence in Military Personnel. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada559500.

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McCloskey, Michael J., Kyle J. Behymer, Elizabeth L. Papautsky, Karol G. Ross, and Allison Abbe. A Developmental Model of Cross-Cultural Competence at the Tactical Level. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada534118.

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