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Artykuły w czasopismach na temat „Multi-cultural”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Guo, Yi Nan, Yuan Yuan Cao, and Dan Dan Liu. "Multi-Population Multi-Objective Cultural Algorithm." Advanced Materials Research 156-157 (October 2010): 52–55. http://dx.doi.org/10.4028/www.scientific.net/amr.156-157.52.

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In existing multi-population multi-objective cultural algorithms, information are exchanged among sub-populations by individuals. However, migrated individuals can not reflect the evolution information enough, which limits the evolution performance.In order to enhance the migration efficiency, a novel multi-population multi-objective cultural algorithm adopting knowledge migration is proposed. Implicit knowledge extracted from the evolution process of each sub-population directly reflects the information about dominant search space. By migrating the knowledge among sub-populations at the const

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2

임은미, 김은주, and 정성진. "Multi-cultural Studies and Multi-cultural Counseling Studies in South Korea." Korea Journal of Counseling 10, no. 3 (2009): 1291–304. http://dx.doi.org/10.15703/kjc.10.3.200909.1291.

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EunSook Seo. "Multi-cultural Ethics Education." Journal of Moral & Ethics Education ll, no. 37 (2012): 363–402. http://dx.doi.org/10.18338/kojmee.2012..37.363.

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Precourt, Geoffrey. "The Multi-Cultural Mandate." Journal of Advertising Research 50, no. 3 (2010): 227–28. http://dx.doi.org/10.2501/s0021849910091373.

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권연경. "Paul’s Multi-Cultural Gospel." Korean Evangelical New Testament Sudies 17, no. 1 (2018): 97–136. http://dx.doi.org/10.24229/kents.2018.17.1.004.

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Bromley, Helen. "The multi-cultural reader." Early Years Educator 11, no. 6 (2009): xiv—xvi. http://dx.doi.org/10.12968/eyed.2009.11.6.44416.

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김현아. "The Mediating Effect of Multi-cultural Counseling Self-efficacy in the Relationship between Multi-cultural Acceptability, and Multi-cultural Competence." Korea Journal of Counseling 14, no. 3 (2013): 1717–37. http://dx.doi.org/10.15703/kjc.14.3.201306.1717.

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Sim, MiYoung, and OnYu Lee. "An Analysis of Structural Relation of Multi-cultural Experience, Self-worth, Multi-cultural Stereotype and Multi-cultural Acceptance of Youth." Journal of Humanities and Social sciences 21 8, no. 6 (2017): 547–60. http://dx.doi.org/10.22143/hss21.8.6.37.

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A Straka, Douglas. "Collaboration in Multi-stakeholder, Multi-cultural Organizational Environments." Issues in Informing Science and Information Technology 14 (2017): 163–75. http://dx.doi.org/10.28945/3739.

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Aim/Purpose: Governments, private business, and academia have become increasingly aware of the importance of collaboration in multi-stakeholder, multicultural environments. This is due to the globalization and (developing) mutual relationships with other global partners, due to the often varying visions and goals between the respective organizations in managing projects that span those environments. Background: This research conducts a survey of literature pertaining to organizational collaboration in multi-stakeholder, multicultural environments in government, private business, and academic s

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10

권숙인. "'Multi-ethnic/Multi-cultural' Japan and Japanese Studies." Korea Journal of Japanese Studies ll, no. 29 (2009): 195–221. http://dx.doi.org/10.35368/kjjs.2009..29.008.

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11

Kwangcheol Shin. "Multi-cultural Society and Religion." Studies in Religion(The Journal of the Korean Association for the History of Religions) ll, no. 59 (2010): 1–16. http://dx.doi.org/10.21457/kars..59.201006.1.

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12

Tomlinson, Sally, and Trevor Corner. "Education in Multi-Cultural Societies." European Journal of Education 21, no. 3 (1986): 310. http://dx.doi.org/10.2307/1503076.

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13

Carter, Jane Robbins. "Multi-cultural Graduate Library Education." Journal of Education for Library and Information Science 56, no. 1 (2015): 53–72. http://dx.doi.org/10.3138/jelis.56.1.53.

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VORDERSTRASSE, Tasha. "Multi-Cultural Aspects of Pottery." Eastern Christian Art 4 (December 31, 2007): 81–94. http://dx.doi.org/10.2143/eca.4.0.2024668.

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15

Nikiforova, Basia. "MULTI-CULTURAL VALUES AND BORDERS." CREATIVITY STUDIES 2, no. 1 (2009): 26–38. http://dx.doi.org/10.3846/2029-0187.2009.1.26-38.

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The presumption of this paper is the view of multi‐culturalism as a concept grounded on an assumption, rather than data, and legitimized by proclamation, rather than legislation. Multi‐culturalism as a socio‐political construction is not only “a multi‐cultural and multi‐religious mosaic”, but it has its own values. The new borders inside the European Union (EU) are non‐territorial, which confirms the new paradigm about the weakening factor of territorial belonging as such. Nowadays, values become a more and more powerful source of demarcation. The aim of this article is to challenge the proble

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16

Constantin, Elena Claudia. "COMMUNICATING IN MULTI-CULTURAL EUROPE." Professional Communication and Translation Studies 4 (May 5, 2023): 31–40. http://dx.doi.org/10.59168/bnyq8537.

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The article is part of a research on the management of communication in the EU programs. It analyzes the way in which EU communicates with its citizens and it studies the EU strategy for communication. The findings show that from 2001 to 2007, the Commission has made a lot of efforts to improve communication. The EU citizens have access to legislation, procedures and information in their national tongue and the possibility to communicate with all the institutions in 23 official languages. Nevertheless, the surveys indicate a general lack of interest of the public opinion in the European proble

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17

Blandy, Doug, and Kristin G. Congdon. "Multi-Cultural Art Education a Multi-Cultural Symposium on Appreciating and Understanding the Arts." Art Education 41, no. 6 (1988): 20. http://dx.doi.org/10.2307/3193086.

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18

Kim, Min-Ji. "A Study on the Multi-Cultural Attitude of University Students for Multi-Cultural Pacifism." Journal of Peace Studies 17, no. 4 (2016): 59–80. http://dx.doi.org/10.14363/kaps.2016.17.4.59.

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19

Kaur, Jaskiran. "Cultural Dress Codes: Navigating Fashion Stereotypes in Multi - Generational Households." International Journal of Science and Research (IJSR) 13, no. 10 (2024): 1411–14. http://dx.doi.org/10.21275/sr241020205628.

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20

Joyce, J. C. Kiplimo. "Navigating Cultural Diversity: Strategies for Success in Multi-Cultural Environment." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. II (2024): 129–39. https://doi.org/10.5281/zenodo.10864821.

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<em>This paper explores effective strategies for navigating cultural diversity in multi-cultural environments. As organizations increasingly operate on a global scale, the ability to manage and leverage cultural differences becomes crucial for success. Using Save the Children, an organization committed to improving the lives of children worldwide, as a case study, the paper explores the challenges posed by cultural diversity and offers insights into strategic approaches for fostering harmonious and productive multicultural environments. Recognizing the enriching yet complex nature of cultural

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21

Nager, Alan L. "Reflections on three multi-cultural experiences." Social Identities 27, no. 2 (2021): 283–87. http://dx.doi.org/10.1080/13504630.2021.1873760.

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22

Skulski, Przemysław. "MULTI-CULTURAL PROBLEMS IN INTERNATIONAL BUSINESS." Ekonomia XXI Wieku, no. 16 (2017): 22–35. http://dx.doi.org/10.15611/e21.2017.4.02.

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23

Keçeci, Berra, and Halil Ekşi. "Multi-Cultural Counseling and Spiritual Interventions." Spiritual Psychology and Counseling 4, no. 2 (2019): 163–80. http://dx.doi.org/10.37898/spc.2019.4.2.0066.

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With the start of individuals from different cultures and subcultures taking part in the same society, the process of understanding and recognizing cultures has found its place in psychology and counseling. While multicultural counseling evaluates the counselor’s cultural values in the counseling environment, various ideas have been formed to address spirituality. This article summarizes the place of counseling in the psychology literature, along with perspectives on dealing with religion and spirituality. It then aims to examine the process of multiculturalism and multicultural counseling in

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24

Congdon, Kristin G. "Multi-Cultural Approaches to Art Criticism." Studies in Art Education 30, no. 3 (1989): 176. http://dx.doi.org/10.2307/1320962.

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25

Oliver, Paul. "Multi-cultural education—A conceptual analysis." Vocational Aspect of Education 42, no. 111 (1990): 25–28. http://dx.doi.org/10.1080/13636829008619467.

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26

Kurtvapova, Veronika M. "CONCEPTUAL APPARATUS OF MULTI-CULTURAL EDUCATION." Bulletin of the Moscow State Regional University (Pedagogics), no. 3 (2017): 46–54. http://dx.doi.org/10.18384/2310-7219-2017-3-46-54.

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Lartey, Emmanuel Y. "Pastoral Counselling in Multi-Cultural Contexts." American Journal of Pastoral Counseling 5, no. 3-4 (2002): 317–29. http://dx.doi.org/10.1300/j062v05n03_07.

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Bragg, Sara. "Feminist subjects, multi-media: Cultural methodologies." Women's Studies International Forum 19, no. 5 (1996): 574–75. http://dx.doi.org/10.1016/0277-5395(96)84977-6.

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29

Zimring, Stuart D. "Multi-Cultural Issues in Advance Directives." Journal of the American Medical Directors Association 2, no. 5 (2001): 241–45. http://dx.doi.org/10.1016/s1525-8610(04)70212-1.

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Zimring, Stuart D. "Multi-Cultural Issues in Advance Directives." Journal of the American Medical Directors Association 3, no. 2 (2002): S88. http://dx.doi.org/10.1016/s1525-8610(04)70448-x.

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31

Zimring, Stuart D. "Multi-Cultural Issues in Advance Directives." Journal of the American Medical Directors Association 3, no. 2 (2002): S89—S93. http://dx.doi.org/10.1016/s1525-8610(04)70449-1.

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32

Park, Myungsook. "Multi-cultural acceptability among college students." Journal of community welfare 74 (August 31, 2020): 115–46. http://dx.doi.org/10.15300/jcw.2020.74.3.115.

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33

Isely, Douglas C. "Improved teaching of multi-cultural groups." 3C ON-LINE 1, no. 1 (1994): 5–6. http://dx.doi.org/10.1145/381867.381885.

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34

Thompson, Keith. "Teaching in the Multi-Cultural Classroom." Soundings (Reston, VA) 1, no. 2 (1988): 16–20. http://dx.doi.org/10.1177/104837138700100211.

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35

Zeen, Aliya, and Frauch Jonathan. "The Future of Multi-Cultural Societies." Journal of European Studies and Education 2, no. 3 (2020): 35–42. https://doi.org/10.5281/zenodo.3628065.

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In a global World, many of our cities and larger urban areas are in reality the true picture of a 21st century multicultural society. International cities like Amsterdam, Berlin, London, Moscow, New York, Shanghai and Singapore are the face of the new global societies we live in. How will our perceptions on multi-cultural societies change in this next decade? People naturally move to seek a better life; this occurred in the 19th and 20th century America, and Europe, but also on a local scale within countries, as our urban centers expanded. This movement also shaped our perceptions on what a mu

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36

Kim, Sun-Ae, and Jong-Hwa Han. "The effects of multi-cultural activities using storytelling on young children's prejudice and multi-cultural awareness." Journal of Korea Open Association for Early Childhood Education 22, no. 4 (2017): 73–96. http://dx.doi.org/10.20437/koaece22-4-04.

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37

Foster-Carter, Olivia. "Review Articles : Texts for the multi-racial, multi-cultural classroom." Critical Social Policy 5, no. 15 (1985): 102–16. http://dx.doi.org/10.1177/026101838500501510.

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38

Huby, Guro, and M. R. Salkind. "Social work in a multi-racial and multi-cultural environment." Journal of Social Work Practice 4, no. 2 (1990): 90–97. http://dx.doi.org/10.1080/02650539008413431.

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39

Jin, Yu-le, Ling Li, and Sheng-quan Luo. "Chinese multi-cultural education: possibilities and paths." International Journal of Educational Management 28, no. 3 (2014): 299–305. http://dx.doi.org/10.1108/ijem-04-2013-0061.

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Purpose – The purpose of this paper is to reform the multi-cultural education in China so as to construct a homogenous education model. Design/methodology/approach – Based on the appeal for multi-ethnic culture development of the era and the possibilities for constructing multi-cultural education in China, this paper proposed paths to construct multi-cultural education in China. Findings – First, this paper explains the reasons to construct a multi-cultural education in china: the intrinsic appeals for multi-ethnic culture development; the increasing culture exchange during economy transformat

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40

Moon, Tai-Hyong. ""The Relationship among Early Childhood Teacher’s Positive Psychological Capital, Multi-cultural Acceptability,and Multi-cultural Teaching Competency"." Korean Society for Child Education 27, no. 3 (2018): 55–70. http://dx.doi.org/10.17643/kjce.2018.27.3.03.

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Song, Ryoung, and Jung-Hee Kim. "A Comparative Study on Job Stress and Teachers' Efficacy of Multi-Cultural and Non Multi-Cultural Teachers." Korean Society for Child Education 27, no. 3 (2018): 307–35. http://dx.doi.org/10.17643/kjce.2018.27.3.16.

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42

Kim, Su Jin. "A Study on Multi-cultural Society in Korea: Focusing on Multi-cultural Policy, Social Capital, and Corruption." Korea Association for Corruption Studies 23, no. 1 (2018): 95–120. http://dx.doi.org/10.52663/kcsr.2018.23.1.95.

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Deokin Lee. "A Study on the Multi-cultural Society and the Multi-cultural Crime by Foreigners Living in Korea." KYUNGPOOK NATIONAL UNIVERSITY LAW JOURNAL ll, no. 38 (2012): 73–106. http://dx.doi.org/10.17248/knulaw..38.201202.73.

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Chang Ho Hong. "A Study of Development and Effect of Multi-cultural Art program for Improvement of Multi-cultural Perception." Journal of Art Education 48, no. ll (2017): 225–58. http://dx.doi.org/10.35657/jae.2017.48..009.

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Meylahn, Johann-Albrecht. "An Ethos of Deconstruction in Multi-Cultural and Multi-Religious Contexts." Religion & Theology 23, no. 3-4 (2016): 368–85. http://dx.doi.org/10.1163/15743012-02303004.

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The essay will focus on the role of Derrida’s différance in opening a space for an alternative ethos in religious or cultural plural contexts. In postcolonial contexts individual human rights, as the universal norm, is challenged by religious and cultural traditional practices. Some of the traditional practices are incompatible with individual rights and this is aggravated in a postmodern context as there is no universal meta-narrative to arbitrate between the conflicting practices. The result of this conflict is often a stalemate between the universal rights of individuals, often marginal ind

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46

Lee, Byunglim, and Gil La Yuk. "The Effects of Pre-service Early Childhood Teachers’ Human Rights Consciousness, Global Citizenship, and Multi-cultural Attitudes on Multi-cultural Teaching Competencies." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 17 (2024): 351–61. http://dx.doi.org/10.22251/jlcci.2024.24.17.351.

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Objectives The purpose of this study was to investigate the effects of human rights awareness, global citizenship awareness, and multi-cultural attitudes of pre-service early childhood teachers on multi-cultural teaching competencies. Methods A questionnaire was conducted on 134 college students enrolled in the department of child education and Early Childhood Education in C. The Cronbach α coefficient was calculated to verify the reliability of the collected data, and Pearson correlation analysis was conducted to examine the relationship between human rights awareness, global citizenship, mul

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47

Bousetta, Hassan, Adrian Favell, and Marco Martiniello. "Governing multicultural Brussels: paradoxes of a multi-level, multi-cultural, multi-national urban anomaly." Journal of Ethnic and Migration Studies 44, no. 12 (2017): 2070–85. http://dx.doi.org/10.1080/1369183x.2017.1341712.

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48

Chamisah, Chamisah, and Ridhwan M. Daud. "THE INTEGRATION OF EDUCATION IN MULTI-RACIAL AND MULTI-CULTURAL SOCIETY." Jurnal Ilmiah Didaktika 17, no. 1 (2017): 38. http://dx.doi.org/10.22373/jid.v17i1.1589.

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This study aims to know the reasons of education ina multi-racial and multi-cultural society demands integration.. The studywhich focuses onMalaysia country typified by three major ethnic groups, namely Malays, Chinese and Indians,foundthat, firstlythe integration of curriculum in creating a holistic education isvital for the society to create a competitive human capital with value laden such as trustworthiness, dedication, creativity, civic awareness and many more. Secondly, integration curriculum emphasizes on the equity and equality of education for all.Through interacting with individuals

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Khan, Samiullah, Sanam Wagma Khattak, and Sarfaraz Ahmed Shaikh. "Gender Perception in Multi-cultural Classroom Discourse." Global Social Sciences Review V, no. III (2020): 99–108. http://dx.doi.org/10.31703/gssr.2020(v-iii).11.

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Societies shape people in and outwards look with different connotations such as gender, attitude and behavior. Humans are the product of society, and each society is different in terms of the environment created by the dwellers. There are societal taboos that are common and similar in most societies of the world, but such cultural affinities are due to the geographical association and the impact of globalization. Common norm, which is practiced in one society is not acceptable in other society, whether it is within a country or in another country. For example, house chores and taking responsib

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50

Hong, Jong Myung. "Exploratory Research on Multi-cultural Bilingual Education." Journal of international area studies 16, no. 3 (2012): 279. http://dx.doi.org/10.18327/jias.2012.10.16.3.279.

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