Relevant bibliographies by topics / Cultural Intervention

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cultural Intervention'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Cultural Intervention"

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Bender, Melissa S., and Mary Jo Clark. "Cultural Adaptation for Ethnic Diversity." Californian Journal of Health Promotion 9, no. 2 (December 1, 2011): 40–60. http://dx.doi.org/10.32398/cjhp.v9i2.1435.

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Obesity disproportionately affects U.S. ethnic minority preschool children, placing them at risk for obesity related co-morbidities and premature death. Effective culturally appropriate interventions are needed to improve health behaviors and reduce obesity in young high-risk minority children, while their behaviors are still developing. All known obesity intervention studies (e.g., diet and physical activity) since 2000 targeting U.S. ethnic minority preschool children were reviewed. Five electronic databases and eight published literature reviews were used to identify the studies. Intervention studies without identified ethnic minority participants were excluded. Ten obesity interventions studies met the review criteria. Published cultural adaptation guidelines were used to develop a mechanism to analyze, score, and rank the intervention adaptations. Cultural adaptations varied widely in rigor, depth, and breadth. Results indicated a relative absence of appropriately adapted obesity interventions for ethnic minority groups, suggesting a need for more rigorous cultural adaptation guidelines when designing obesity interventions for diverse ethnicities. Culturally appropriate adaptations appeared to enhance intervention relevance, effectiveness, and feasibility. The purpose of this literature review was to evaluate 1) the type and extent of cultural adaptations strategies applied to the interventions, and 2) how these adaptations related to the study outcomes.
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Jespersen, Astrid Pernille, Morten Krogh Petersen, Carina Ren, and Marie Sandberg. "Cultural Analysis as Intervention." Science & Technology Studies 25, no. 1 (January 1, 2012): 3–12. http://dx.doi.org/10.23987/sts.55278.

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Imada, Andrew S., and Michelle M. Robertson. "Cultural Perspectives in Participatory Ergonomics." Proceedings of the Human Factors Society Annual Meeting 31, no. 9 (September 1987): 1019–22. http://dx.doi.org/10.1177/154193128703100920.

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This paper examines the generalizability of participatory ergonomics to different cultures. Studies using participatory strategies to introduce ergonomic solutions are reviewed across three distinct cultures. The results lead us to believe that these effects are sufficiently robust and not culture or method bound. Four lessons can be learned from these participatory interventions: 1) Interventions should build on local customs; 2) Solutions should be practical and understandable to the participating end-users; 3) Culture should be used as a resource for solving design and cross-cultural problems; and 4) Synergy between the culture and the intervention will enhance the success and magnify problems of the intervention.
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Alzahrani, Sultan Saeed, and Linda Flynn-Wilson. "Cultural Influences on Early Intervention Services." International Journal on Studies in Education 3, no. 1 (September 27, 2020): 1–9. http://dx.doi.org/10.46328/ijonse.15.

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This survey-based, quantitative research investigated Early Intervention teachers' perception about Early Intervention services in Mecca Region in The Kingdom of Saudi Arabia. This research focused on the cultural influences in the provision of services by professionals. Two options were offered to subjects to complete the survey: 1) an online survey and 2) a hard copy of the survey which was distributed to teachers in Early Intervention Centers. The majority of the participants completed the online survey. Data was collected and analyzed. The results showed that the teachers in Mecca Region in Saudi Arabia indicated that they considered the culture of the children and families when determining curriculum and services in their programs.
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Cunningham, Maddy. "SPIRITUALITY, CULTURAL DIVERSITY AND CRISIS INTERVENTION." Crisis Intervention and Time-Limited Treatment 6, no. 1 (January 2000): 65–77. http://dx.doi.org/10.1080/10645130008951297.

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Yong, Deborah Xinyi. "Bridging the Research and Cultural-Practice Gap in Early Language Intervention in Malaysia." Jurnal Sains Kesihatan Malaysia 13, no. 2 (2015): 11–18. http://dx.doi.org/10.17576/jskm-2015-13(2)2.

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KLINGNER, JANETTE K., and PATRICIA A. EDWARDS. "Cultural considerations with response to intervention models." Reading Research Quarterly 41, no. 1 (January 3, 2006): 108–17. http://dx.doi.org/10.1598/rrq.41.1.6.

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Daxner, M. "Creativity and cultural unfolding under military intervention." Lifelong education: the XXI century 9, no. 1 (March 2015): 98–109. http://dx.doi.org/10.15393/j5.art.2015.2726.

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Wyatt, Jeannette, and Paula Silver. "Cross-cultural crisis intervention training via videoconferencing." International Social Work 58, no. 5 (August 29, 2015): 646–58. http://dx.doi.org/10.1177/0020872815581062.

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Kraft, Charles H. "Receptor-Oriented Ethics in Cross-cultural Intervention." Transformation: An International Journal of Holistic Mission Studies 8, no. 1 (January 1991): 20–25. http://dx.doi.org/10.1177/026537889100800107.

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Dissertations / Theses on the topic "Cultural Intervention"

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Davies, Lynda J. "The cultural aspects of intervention with Soft Systems Methodogy." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328763.

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Shen, Phoebe. "A Critical Race Theory Intervention into the Cultural Defense Debate." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/911.

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The cultural defense is an informal term that describes the use of cultural information to mitigate criminal responsibility, often used in conjunction with traditional defense strategies such as provocation or insanity. Arguments for the cultural defense include respecting cultural practices under the liberal narrative that frames the United States as a multicultural and pluralistic society. Advocates of the cultural defense recognize the harmful effects of the false universalism of the law. However, the cultural defense has been criticized as essentialist and harmful as it has been used in high profile cases to justify violence against women of color. The cultural defense superficially prioritizes the needs of marginalized communities by acknowledging the importance of culture in the administration of the criminal law. The rationale behind the cultural defense is politically appealing, but the impacts of the defense are incompatible with the goals of antisubordination, which will be further described by Critical Race Theory. Because the debate surrounding the cultural defense has yet to make significant advances, I argue that Critical Race Theory offers an essential starting point in intervening in the debate, ultimately transforming the realm of legal jurisprudence through its explicit race consciousness and examination of racialized power. In particular, I will examine the concepts of intersectionality and interest convergence which will offer valuable perspective into the cultural defense debate.
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Chernicharo, Edna de Assunção Melo. "Cartola-grafia: causa do Centro Cultural Cartola." Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5115.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Resultante de um convênio estabelecido entre as instituições Centro Cultural Cartola e Universidade do Estado do Rio de Janeiro, a presente dissertação teve início a partir da demanda dificuldade com a equipe administrativa, formulada por Nilcemar Nogueira neta de Cartola, vice-presidente do Centro, cujo objetivo é trabalhar em prol do desenvolvimento sociocultural de jovens da comunidade da Mangueira. Em resposta, a pesquisa Cartola-Grafia: Causa do Centro Cultural Cartola buscou investigar qual o impacto da promoção e da preservação do legado de Cartola na vida dos jovens atendidos pelo Centro Cultural Cartola e da equipe que trabalha nos bastidores para que os projetos sociais se tornem uma realidade. No desenvolvimento da pesquisa, procurou-se fazer uma escuta analítica de cada sujeito para, assim, conhecer as causas que levam os trabalhadores/gestores culturais a desempenharem várias atividades (gerenciamento, administração, captação de recursos financeiros, entre outras) relacionadas ao funcionamento da instituição. Na realização dessa empreitada, foi sendo instituída, passo a passo, uma metodologia própria que se adequou aos contornos demarcados pela fronteira do campo, com troca de informações entre autores oriundos de diferentes campos de saber: Sociologia, Institucionalismo, Psicopatologia do Trabalho, Ergologia, Clínica da Atividade e Psicanálise.
Resulting from an agreement established between the institutions "Centro Cultural Cartola" and "Universidade do Estado do Rio de Janeiro", this thesis began with the demand "difficulty with the management team," formulated by Nilcemar Nogueira granddaughter of Cartola, vice president of the Center, whose goal is to work towards the socio-cultural development of young community of Mangueira. In response, the research Cartola-Cartography: "Cause" of the Centro Cultural Cartola sought to investigate the impact of promoting and preserving the legacy of Cartola the lives of young people assisted by the Centro Cultural Cartola and the team that works behind the scenes so that the projects become a social reality. During the research, we made an analytic listening to each subject, so know the causes that lead workers / cultural managers to perform various activities (management, administration, fundraising, etc.) related to the operation of institution. In making that contract was being established step by step, a methodology that has adapted itself to the boundaries demarcated by the boundary of the field, with information exchange between authors from different fields of knowledge: Sociology, Institutionalism, Psychopathology of Labor, Ergology, Clinical Activity and Psychoanalysis.
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DyckFehderau, David P. "Towards a theory and method for dispute intervention, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq21129.pdf.

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Huddleston, Lillie. "Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/86.

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Treatment acceptability and treatment integrity are essential constructs to consider when designing, implementing, and evaluating school-based interventions. Existing literature has described treatment acceptability and treatment integrity as separate constructs rather than investigating their interrelationships. Also, models of treatment acceptability and treatment integrity have not systematically included the perspectives of multiple stakeholders, have not addressed multiple time points in the intervention process, and have not emphasized multiple methods of data collection. This paper reviewed extant literature related to current definitions and models of treatment acceptability and treatment integrity and presented a comprehensive integrated model of these constructs that addressed the aforementioned gaps in the intervention literature. A mixed methods study exploring student, facilitator, and observer perceptions of treatment acceptability and treatment integrity of an eight-week bullying prevention intervention was conducted. The study investigated the role of cultural modifications (i.e., context-based procedural or curriculum changes employed to enhance the treatment acceptability or integrity of the intervention). Qualitative data were analyzed with an inductive-deductive approach (Nastasi et al., 2004). Deductive coding was used to illustrate components of treatment acceptability, treatment integrity, and cultural modifications salient to this research and an inductive approach was used to identify emerging themes. Consensus coding was conducted with greater than 90% interrater agreement. Quantitative data were analyzed using descriptive statistics. Qualitative and quantitative analyses revealed positive findings with respect to treatment acceptability and treatment integrity. Facilitator competence, behavior management, student engagement, and time management emerged as qualitative themes related to treatment integrity. Qualitative data suggested a positive relationship between student and facilitator perceptions of treatment acceptability. Qualitative findings revealed modifications to the curriculum content and delivery based on cultural factors (e.g., gender and age) to enhance treatment acceptability. Implications for school-based bullying research and applied practice were described. The results suggested that the use of mixed methods enhanced the comprehensiveness, depth, and quality of data regarding stakeholder perceptions of treatment integrity and treatment acceptability.
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Aagerstoun, Mary Jo. "Cultural intervention, activist art and discourses of oppositionality in the US, 1980-2000." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/168.

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Thesis (Ph.D.) -- University of Maryland, College Park, 2004
Thesis research directed by: Art History and Archaeology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Yu, Alexander Brian. "The Role of Cultural Self-Construal and Autonomy on Athlete Preference for Intervention." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011792/.

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Self-construal (SC) refers to the way people perceive their identities in relation to self and others (Markus & Kitayama, 1991b). It has been found in the literature to influence thinking, decision-making, and preferences (e.g., Sung, Choi, & Tinkham, 2012) which suggests that a person's SC may affect her/his preference on psychological interventions. However, no empirical studies can be located that examined this relationship. The study examined the effects of independent SC, interdependent SC, general autonomy (GA), and sport autonomy (SA) on athletes' preferences and desire to use the interventions in the future, especially how these relations might vary as a function of the type of intervention. It was hypothesized that the relationship between each of the predictors and preference for and desire to use intervention would be moderated by the type of intervention received. Four hundred and thirty-one current and former athletes were recruited to participate in this study. Participants completed a questionnaire that measured SC, GA, and SA and were then randomly assigned to receive one of two self-talk interventions, representing either a self- or other-focused intervention. Participants were asked to rate their preference for and desire to use the given intervention in the future. Results found positive significant relationships with all predictors and intervention preference, in both self- and other-focused groups. Initial hierarchical multiple and logistic regression analyses did not support a significant moderation effect of intervention type on the relationships between the independent and dependent variables. However, a post-hoc analysis that conducted a hierarchical multiple regression with participants separated by gender found a significant moderation effect of intervention type on the relationship between independent SC and preference for intervention for females only. Additional post-hoc analyses were conducted to replicate Sung et al.'s (2012) analysis procedures in which the SC continuous variables were transformed into categorical ones, and a 2x2 ANOVA and Pearson chi-square analyses were conducted. Post-hoc analyses revealed significant interaction effects of intervention type and participants' dominant self-construal type on their desire to use intervention. Limitations, implications for counseling/consulting, and future research directions are discussed.
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Jerlei, Epp. "Cultural Amnesia: Imagining Alternatives to the Dystopian Future of Norrland." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-108596.

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By the term “Cultural Amnesia” I refer to a diagnosis of a condition that has been caused by external damage or trauma. This may result in a society forced to forget about their roots, culture and connection to the landscape, once been embraced by a community as a whole but now been forgotten and replaced by different ideals that are displaced from context.  It is an assumption that something is missing or is about to be forgotten, that would have disastrous consequences. The causes of the amnesia need to be diagnosed and identified and their possible effects imagined. The term “Culture” here can refers simply to the way how have been done and developed in a specific context from the beginning of times. Cultural amnesia, then, would be the widespread ignorance of and indifference to what used to be important but has now fallen into forced displacement, resulting in a possible “dystopian future”.  The aim of the research is to analyse the recent developments in Norrland and the Sápmi areas that are largely affected by capitalist space production. It highlights also the story of displacement and injustice the Sámi have suffered. There has been an exploitation of the Sámi rights by the government and evidence of the Swedish state land theft from the Sámi. The real repression began with the modernization of society, where the causes lay in factors like the need for forest, agricultural efficiency and new definitions of land ownership. Today the indigenous people find themselves fighting a battle against the state and multinational mining companies, while their land, cultural heritage and their way of life is at stake.  Can we imagine a cure, a plan of care or an antidote to Cultural Amnesia?
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Barnfield, Graham William. "Co-opting culture : state intervention in, and party patronage of, literary and popular culture, 1929-1941." Thesis, Sheffield Hallam University, 1996. http://shura.shu.ac.uk/19320/.

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The economic slump of the 1930s heralded a new era of crisis in the United States. It also led to innovative strategies of cultural patronage, the latter being defined herein as the relationship between a provider of protection and material support, and a cultural practitioner, whose production was oriented toward the needs of the patron. Such patterns form the basis of this study. Although initially examining the federal government's attempt to fund artists and writers, a specific cultural strategy that was part of the Roosevelt administration's more general counter-crisis activity, the study introduces a comparative dimension by discussing the responses of the organised literary left to the Depression. This emphasis also unearths a significant secondary problematic, that of the selective amnesia concerning the 1930s which has constructed a number of 'orthodox' readings of the period. Given the 'common sense' character of such mythology, the study has drawn upon an intentionally broad range of sources in order to present an alternative narrative. This has allowed for the identification of a number of common themes across federally-funded culture and that of the left: namely, egalitarianism, a realist approach to representation, and an underlying 'documentary impulse'. We can then see how a sense of crisis became embedded in cultural production, serving as a permanent reminder of economic breakdown and its consequences. An assessment is made of the influences and interplay of various factors, primarily crisis and patronage, which through the medium of the state and the organised left intelligentsia are brought to bear on the direction, appropriation, form and content of cultural practice.
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Diehl, Caren. "Emotional intelligence in diverse populations : theory to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109994.

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This research tested the relationship between Emotional Intelligence (EI) and mood states prior to performance, using two culturally diverse populations and using a mixed methodology. The objective was to explore whether there were cultural differences between the two samples thereafter exploring whether EI can be enhanced in the two cultures, using a psychological skills intervention. Phase 1 and 2 used the BRUMS-32 (Terry et al., 1999), and the EIS (Schutte et al., 1998) to investigate mood states and EI among a sample of UK wheelchair basketball players (phase 1: n = 51), and Ghanaian footballers (phase 2: n = 70). Five semi-structured interviews were also completed in phase 1. In phase 3 interventions (goal-setting, self-talk, relaxation and daily diaries) were used to enhance EI in a sample of UK wheelchair basketball players (n = 6) and Ghanaian football players (n = 8). Self-talk questionnaires, daily diaries, EIS and structured interviews were used to collect data during the intervention. Phase 1 MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.7 = .01, F = 74.76, P = .00, Partial Eta2 = .99) and indicated that optimism and utilisation of emotions contributed significantly to variation in mood by performance. Four key themes emerged from semi-structured interviews: antecedents of emotions; emotion and performance; emotional intelligence; and coping with emotions. Results suggested that EI correlated with performance. Phase 2, MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.40 = .50, F = 7.82, P < .00, Partial Eta2 = .50) and indicated that emotion regulation and appraisal of other‟s emotions contributed significantly to variations in mood by performance. When seen collectively, results of phase 1 and 2 indicate that there were cultural differences between the two populations.Phase 3 indicated that in both populations EI could be enhanced for some of the participants. Culture could be an explanation for the intervention only partially working. The EI theory or the EIS may only work in the culture it was developed in as it did not seem to detect changes in the Ghanaian sample.
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Books on the topic "Cultural Intervention"

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Understanding cultural identity in intervention and assessment. Thousand Oaks: Sage Publications, 1998.

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Changing cultural practices: A contextualist framework for intervention research. Reno, NV: Context Press, 1995.

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The politics of performance: Radical theatre as cultural intervention. London: Routledge, 1992.

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Writing diaspora: Tactics of intervention in contemporary cultural studies. Bloomington: Indiana University Press, 1993.

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McWilliam, R. A. Cultural models among African American families receiving early intervention services. [Chapel Hill, N.C.]: University of North Carolina, 1998.

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Van Zyl, Llewellyn Ellardus, and Sebastiaan Rothmann, eds. Positive Psychological Intervention Design and Protocols for Multi-Cultural Contexts. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20020-6.

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Responsibility to protect: Cultural perspectives in the global South. Milton Park, Abingdon, Oxon, [England]: Routledge, 2011.

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Peacekeeping under fire: Culture and intervention. Bouder: Paradigm Publishers, 2008.

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Roberto, Clemente, ed. Assessment and intervention with children and adolescents: Developmental and cultural approaches. 2nd ed. Alexandria, VA: American Counseling Association, 2005.

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Neubauer, Jürgen. Literature as intervention: Struggles over cultural identity in contemporary Scottish fiction. Marburg: Tectum, 1999.

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Book chapters on the topic "Cultural Intervention"

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Mahony, Lindsay. "Crisis Intervention." In Encyclopedia of Cross-Cultural School Psychology, 272–75. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_96.

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Strickland, Dorothy S. "Early Intervention." In Encyclopedia of Cross-Cultural School Psychology, 400–402. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_147.

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Lackey, Michael. "Biofiction as Cultural Intervention." In Biofiction, 129–38. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003159414-10.

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Finno-Velasquez, Megan, Elizabeth A. Shuey, Chie Kotake, and J. Jay Miller. "Cultural Considerations in Refining Intervention Designs." In Advances in Child Abuse Prevention Knowledge, 93–117. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16327-7_5.

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Krägeloh, Christian U., Marcus A. Henning, Oleg N. Medvedev, Xuan Joanna Feng, Fiona Moir, Rex Billington, and Richard J. Siegert. "Cultural and religious factors in research on mindfulness-based interventions." In Mindfulness-based Intervention Research, 139–69. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315545875-5.

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Pethiyagoda, Kadira. "Humanitarian Intervention and Responsibility to Protect." In Indian Foreign Policy and Cultural Values, 203–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54696-0_4.

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Coates, Deborah L., and Peter M. Vietze. "Cultural considerations in assessment, diagnosis, and intervention." In Manual of diagnosis and professional practice in mental retardation., 243–56. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10203-018.

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Cruz, M. Ángeles Carnacea. "Art, Intervention and Action for Cultural Transformation." In Comparative and International Education, 85–95. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-423-7_6.

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Hunter, Christopher L., Jeffrey L. Goodie, Mark S. Oordt, and Anne C. Dobmeyer. "Cultural competence." In Integrated behavioral health in primary care: Step-by-step guidance for assessment and intervention., 55–62. Washington: American Psychological Association, 2009. http://dx.doi.org/10.1037/11871-004.

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Watzlawik, Meike. "School as Intervention: A Multilayered and Culturally Embedded Concept." In Cultural Psychology of Education, 299–311. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37900-1_16.

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Conference papers on the topic "Cultural Intervention"

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Mulyadi, Seto, Hendro Prabowo, and Maria Chrisnatalia. "Cultural contact, cultural values, and education for life and work as predictors of future orientation in the Baduy community." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.90.

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Agyemang, Malena, and Cameron J. Turner. "The Presence of Culture in Student Designer Perceptions When Making Design Requirements: A Pilot Study." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22558.

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Abstract Unaddressed cultural elements have prevented the adoption and diffusion of many humanitarian engineering and global development efforts. Design requirements act as the link between the designer and the target users. This pilot study looks at the perceptions of student designers when making design requirements, to understand what aspects of target user culture designers consider when making design requirements. This study also looks at how a formal method that encourages designers to use the culture of the target user to assess their design requirements affects the designers’ considerations when generating design requirements as well as the design requirements they generate. A quasi-experimental case study methodology was used for this study. Using a control group and an experimental group, student perceptions and design requirements were collected and compared to uncover the cultural considerations when making design requirements, their design requirements, and the effects on their cultural considerations and design requirements post-intervention. The study showed that the use of the formal method increased the designer’s consideration for target user culture when generating design requirements. However, the findings do not suggest that the intervention method alone altered the designer’s considerations and design requirements. This study acts as a pilot study to understand experimental design limitations that will be addressed in a larger study.
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Ledbetter, Lehua. "The CDA app: Conceptualizing a digital/cultural intervention in Critical Research Practices." In 2012 IEEE International Professional Communication Conference (IPCC 2012). IEEE, 2012. http://dx.doi.org/10.1109/ipcc.2012.6408591.

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Popa, Maria Cristina. "Breaking Stereotypes Concerning Remigrated Children - A Multinational Possible Intervention Plan through School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/25.

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The article is based on a multinational study involving five countries (Romania, Portugal, Italy, North Macedonia, and Iceland) facing the return migration or remigration situation. Pupils (n = 1615), teachers (n = 370), future teachers (n = 166) and youth workers (n = 30) were questioned about various aspects regarding the subject. Among the matters, cultural needs appear to the most important. Based on the statistical analysis, the article describes the dynamics of the dependent variables, with highlighted interest on cultural needs. Psychological and social needs, cultural needs, and educational needs are discussed and link conclusions appear. Following the analysis, an intervention plan is built and tailored activities for teachers are proposed. Breaking stereotypes is a sensitive aspect of the intervention for the integration of remigrated children in the country of origin. The paper presents a possible intervention plan, with the elaborated activities and argues the elaborative process by calibrating each interference with the dynamics of the studied variables.
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Kim, Yeun-Mi, Eun-Kwang Yoo, and Myeong-Kyeong Song. "Development of Home Visit Intervention Program for Holistic Healthcare of Multi-cultural Couples." In Green and Smart Technology 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.120.35.

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Saricaoglu, Tugba. "CONSERVATION MODEL FOR BASILICA OF SMYRNA AS AN THEORETICAL INTENTION." In ARQUEOLÓGICA 2.0 - 8th International Congress on Archaeology, Computer Graphics, Cultural Heritage and Innovation. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/arqueologica8.2016.3659.

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History is the space of the time and also an accumulation of knowledge. This accumulation transforms into layers, layers provides knowledge. Also, historical envaronen has undeniable importance due to knowledge it has especially when it comes to architecture. Historical enviroment is like an architectural laboratuary which provides knowledge from past to present. That gives the reason why historical environment should be analyzed, preserved, rehabilited and restored in the first place. Sustainabilty of the knowledge can be supported by studying historical enviroment in every field. The main focus of this reasearch is integrating Baslica of Agora in Smyrna into today by analysing its cultural, historical and physical situation. Before the integration of the Basilica, information should be gathered and documentions related to the building and its close vicinty should be concluded. Documentation generated (measured and drawn) of the whole basilica in order to develope intervention decisions on scientific platform in any scale. Therefore, intervention orders took place on both whole basilica and the main intervention part of basilica as a modulatible scale. Basilica of the agora in Smyrna ancient city which has never been architecturally studied, documanted by using advanced technics surveying methods. Using all the data from documentation and academic studies 35. and 36. axles of the basilica determined to be the definite place where intervention orders –determined by analitical studies on whole scale of the basilica and detailed studies on the axles- took place.
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Contin, Antonella, Patrizia Giordano, and Valentina Galiulo. "Ragusa Ibla_S. Paolo neighbourhood: regeneration cultural common." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/umyb6761.

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In XX century Italy abandonment is a widespread phenomenon. In the case of S. Paolo – a neighbourhood in the periphery of Ragusa Ibla, a UNESCO site in Sicily -, abandonment is linked to 1) the fragility of its geographical position; 2) the contraction of economic growth; 3) the lack of "modern" urban services. These three factors are interlinked and active as circular causes of the present condition of abandonment of S. Paolo. The paper presents our proposal of intervention working on the three factors together through a two-steps method: first we clarify at different scales the issue (abandonment) and the processes that are producing it; then, we intervene on the three circular and non-linear causes, according to our vision of complexity. Our method also acts on the currently widespread development practices, which could entail the risk of manipulating the identity of a historical place in defining not a collective but only a private space (planning gentrification) and without producing a sustainable project in the long-term spam. We follow a Design Thinkers approach within a Practice of Metropolitan Discipline: every analysis is project oriented and evidence based.
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Liu, Lian, Xueying Zhang, and Lirong Song. "Research on the Intervention of Positive Group Psychology Counseling on the Resilience of College Students." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.13.

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Ferrari, Lia, Marco Catellani, and Elena Zanazzi. "CANOSSA CASTLE: THE IMPORTANCE OF A CRITIC AND AWARE PLAN OF INTERVENTIONS FOR CONSERVATION AND PREVENTION OF CULTURAL HERITAGE." In ARQUEOLÓGICA 2.0 - 9th International Congress & 3rd GEORES - GEOmatics and pREServation. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2021. http://dx.doi.org/10.4995/arqueologica9.2021.12122.

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Fortified architecture is a widespread and peculiar typology in Italy as it represents an identifying element for communities and a reference point in the landscape. An imposing system of castles, dating back to the 11th century, characterises the area of Reggio Emilia, in the Emilia Romagna Region. Among these fortifications, Canossa Castle is an important and distinctive fortress. Built on the top of an isolated cliff, a particularly strategic and defensive point, it played a central role in the medieval European history. For instance, it was the scene of the well-known reconciliation between Henry IV and Pope Gregory VII, which ended the Investiture Controversy in 1077. The current state of ruins of this fortress is due to both centuries of neglect and to recent incongruent interventions. Therefore, archival research, in-situ inspections and photogrammetric techniques were carried out on the case study of Canossa Castle, in order to analyse the numerous restoration yards that have followed one another on the fortress in the last century. Firstly, the lack of coordination between the different interventions emerged. Furthermore, it has been observed that the principles of restoration have been disregarded several times, with consequent damage to the archaeological remains. Therefore, the present study aims to underline the importance of a critical and aware intervention plan for the conservation and damage prevention of cultural heritage, considering the possible support of HBIM tools.
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Williams, LaShawn. "Diverse Women Faculty Experiences Using Identity and Relational Concepts to teach Cultural Competence." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8238.

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This article reviews and engages a qualitative section of Williams’ 2017 research study that aimed to explore faculty experiences using relational teaching concepts when delivering cultural competence content. Multiple experiences were common to respondents from the results obtained at completion of the survey. Implications for social work education, faculty mentorship and support are discussed. It was concluded that there is an express need for early intervention on behalf of doctoral students being mentored for junior faculty teaching appointments, the use of identity is a healthy and connecting touchstone in social work education classrooms and ongoing work is needed to further engage the work of deconstructing privilege by using professional and personal identities to connect students to content for effective knowledge transfer. Keywords: Social Work; Diversity; Relational-Cultural Theory; Cultural Competence; Relational Teaching.
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Reports on the topic "Cultural Intervention"

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Wade, Earl G. Exploring Cultural Predictors of Military Intervention Success. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1012789.

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Lannin, Donald. Culturally Based Intervention for Breast Cancer in Rural African Americans. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ada382881.

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Lannin, Donald R. Culturally Based Intervention for Breast Cancer in Rural African Americans. Fort Belvoir, VA: Defense Technical Information Center, December 2001. http://dx.doi.org/10.21236/ada406197.

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Lanin, Donalld R. Culturally Based Intervention for Breast Cancer in Rural African Americans. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada335995.

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Lannin, Donald R. Culturally Based Intervention for Breast Cancer in Rural African Americans. Fort Belvoir, VA: Defense Technical Information Center, September 1998. http://dx.doi.org/10.21236/ada358124.

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Costa, Pedro, and Pedro Costa. Artistic Urban Interventions, Informality and Public Sphere: Research Insights from Ephemeral Urban Appropriations on a Cultural District. DINÂMIA'CET-IUL, Instituto Universitário de Lisboa, 2016. http://dx.doi.org/10.15847/dinamiacet-iul.wp.2016.05.

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Thompson, Hayley. Increasing Early Detection of Prostate Cancer in African American Men Through a Culturally Targeted Print Intervention. Fort Belvoir, VA: Defense Technical Information Center, March 2006. http://dx.doi.org/10.21236/ada517139.

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Thompson, Hayley. Increasing Early Detection of Prostate Cancer in African American Men through a Culturally Targeted Print Intervention. Fort Belvoir, VA: Defense Technical Information Center, June 2008. http://dx.doi.org/10.21236/ada491996.

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Thompson, Hayley. Increasing Early Detection of Prostate Cancer in African American Men through a Culturally Targeted Print Intervention. Fort Belvoir, VA: Defense Technical Information Center, March 2007. http://dx.doi.org/10.21236/ada470820.

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Murry, Adam. Training "In a Good Way": Evaluating the Effect of a Culturally Responsive Pre-training Intervention on Learning and Motivation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2477.

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