: Vintage Books Immordino-Yang M. H., Christodoulou J. A., Singh V., (2012), “Rest is not idleness: Implications of the brain’s default mode for human development and education”, Perspectives on Psychological Science, Vol. 7(4), 352-364 Kotter J. P., (1996), Leading change, Boston, Massachusetts: Harvard Business Press Lazaretou S., (2016), Flight of Human Capital: The Contemporary trend of the Greek migration in the years of crisis, Economical Bulletin, Vol.43, June 2016, 33-58 Lenhart A., Madden M., Rankin-Macgill A, Smith A., (2007), Social
Adamou Argiro, Katsarou Danai-Eleni, Koffas Stefanos, Aspridis George, Tsiotas Dimitrios and Sdrolias Labros
Luis Del Espino Díaz
The phenomenon of migration that typifies a globalized world has created a society characterized by cultural and religious diversity. This has led to different types of conflict. States cannot disregard the current situation, and so intercultural strategies that encourage interreligious dialogue aimed at building a culture of peace must be part of educational curricula. This article analyses the religious education implemented in most European states so that using this material as a starting point, educational guidelines and strategies can be developed to make religious education into a subject that can contribute to the welfare of all human beings in a globalized world, valuing cultural diversity and social equality.
The present paper is founded on two pillars. Firstly, it is one of the current trends in education worldwide, i.e. to connect theory and practice. Secondly, it is the need to be interculturally competent speakers of a foreign language in today’s globalized world of massive migration flows and signs of increasing ethnocentrism. Based upon these two requirements, the ability to communicate in a FL effectively and interculturally appropriately in the tourism industry is a must, since being employed in whichever of its sectors means encountering other cultures on a daily basis. Therefore, the aim of the present study was to find out undergraduate tourism students’ opinion on the importance of intercultural communicative competences for their future profession as well as their self-assessment in the given field. The findings of the research, which are to be compared to employers’ needs, revealed that there is considerable difference between the respondents’ views on the significance of the investigated issues and their self-esteem.
Migration issues and the development of social relations to people of different cultures make multicultural education a frequently discussed topic in Slovakia these days. When it comes to culture, diversity, variety and plurality dominate because of the existence, as well as interactions, of different ethnicities, races or nations. School education focuses on drawing attention to the existence of such differences or specificities, therefore multicultural education is becoming more and more important. At higher education institutions, multicultural education is especially important in case of the students who are to become teachers themselves. Development of positive qualities and approaches, including the acceptance of cultural differences, should necessarily be a part of the pre-gradual preparation of teachers. The article presents a content analysis of student essays on the perception and understanding of the Universal Declaration of Human Rights as was one of the elements of multicultural education at HEIs.
Viorica Crisciuc and Marina Cosumov
Complex and integrated nature of issues such as globalization, migration, interculturalism, environmental protection, information explosion, claims a transdisciplinary approach to education and music education. To cope with changes characteristic of the contemporary world, students need as generic skills: the ability to learn how to learn, ability and problem-solving assessment. Transdisciplinarity - involves such issues often highly complex, using tools and rules specific to certain science investigations using concepts of these sciences, but in other contexts. Students are interested in concrete problems faced in everyday life and looking for more of these explanations and practical solutions. To identify issues related to cross-disciplinary dimension of music education concepts will investigate disciplinary, multidisciplinary, interdisciplinary are four arrows of a single bow: knowledge.
The complex and integrated nature of issues such as globalization, migration, interculturality, environmental protection, information explosion, calls for a complex approach to musical education. In order to cope with the changes in the contemporary world, students need generic skills such as: the ability to learn how to learn, the ability to evaluate and solve problems. Analyzing the theoretical and methodological sources, the universal character of musical competences was investigated, investigating the classifications of different historical epochs of notorious personalities of the field and from the perspective of the main fields on which the Music Pedagogy (Psychology of Music and Musicology) is founded. This article denotes some aspects of the competencies specific to the training and education of students at the Music Specialty.
The paper will refer only to one of period of Hallstatt, Middle Hallstatt, an important period of the first Iron Age – that form with Late Hallstatt a unity called by historian the protohistory of the Dacians – bringing important transformations recorded in the human beings’ habitat. The settlements and buildings of the entire Bronze Age reflect the continuation of migrations, though limited, by their sedentarization, but also the fortification of some settlements which became real centres of unions of tribes. The characteristic to the mentioned period is continuity (and then the ending) of the process of unification of the Thracian tribes, a process began in Early Hallstatt. The collision of tribes needed the amplification of settlements, but also of the fortifications and also, step by step, the extending of the Greek urbanism implemented in today’s Dobrogea by the Greeks who started colonies here, the Scythian-Greek incluences are to be found in the Late Hallstatt and in other areas on the nowadays territory of our country. The specificity of settlements and buildings of the cultures from the beginning of Hallstatt on the territory of our country will be studied in their evolution towards the next phase – of the second period of the Iron Age: Latène.
Olihe Adaeze Ononogbu and Chikodiri Nwangwu
The protracted armed conflict in Somalia has engendered an unprecedented humanitarian crisis; one that makes it a leading storehouse of the worst humanitarian conditions in the world. The intervention of the African Union (AU) through its third Peace Support Operation- the African Union Mission in Somalia (AMISOM)- was aimed at supporting the Transitional Federal Institutions in the stabilisation of the country, advancing dialogue and reconciliation as well as facilitating the provision of humanitarian support. The achievement of the humanitarian component of the mission’s mandate is largely contingent on the first two mandates. Essentially, this study interrogated the interface between the implementation of the humanitarian component of AMISOM mandate and the control of the worsening conditions of Somali internally displaced persons and refugees. Anchoring analysis within the classical approach to national security, the study found that the restoration of relative stability in the polity has not widened access to economic and humanitarian assistance in the terror-laden state of Somalia. Thus, greater commitment of major stakeholders, especially the United Nations (UN), the United States as well as the AU is required in the transmutation of AMISOM and Somalia National Armed Forces into a force that is entirely indigenous to the people of Somalia. This will serve as an elixir to the ever-constricting humanitarian corridor that has exacerbated the conditions of the victims of forced migration in Somalia.
Genoveva Millán Vázquez de la Torre, Virginia Navajas-Romero and Ricardo Hernández Rojas
-31. Essers, C., Y. Benschop and H. Doorewaard (2010). “Female ethnicity: Understanding Muslim immigrant businesswomen in the Netherlands.” Gender, Work & Organization 17(3): 320-339. Fairlie, R. W. and B. D. Meyer (1996). “Ethnic and racial self-employment differences and possible explanations.” Journal of human resources: 757-793. Fernandez, M. and K. C. Kim (1998). “Self-employment rates of Asian immigrant groups: An analysis of intragroup and intergroup differences.” International Migration Review: 654-681. Fischer, S. (1993). “The role of
Encarnación Soriano-Ayala and Verónica C. Cala
Introduction: Globalization has favored intra-European Commission (EC) and extra-EC migration to Spain. One of the most numerous cultural groups that have settled in the southern Spain is from Romania. Coexistence, especially in schools, has made us become interested in knowing the eating habits at breakfast of Romanian and Spanish populations. Numerous studies show that the food intake at breakfast, mostly made before leaving home, has an incidence on the physic wellbeing of adolescent throughout the day. The processes of acculturation are also inseparable from the eating habits, health and life, that maintain the migrant teenagers. Breakfast is analyzed as one of the habits more associated with diet quality; paradoxically, one of the findings of our study, many adolescents do not take a proper breakfast every day.
Objectives: The study analyzes the characteristics and the main cultural and gender differences in the implementation of breakfast: its maintenance or omission in young autochthonous and immigrants of Romanian origin in the southeast Spanish schools. Design. This is a cross-sectional study with a cluster sampling in two Primary schools and seven Secondary schools. The instrument applied was an adaptation of the KIDSCREEN-27 questionnaire. Sample. It has been formed by 1472 students between 11 and 18 years old; nationality: 1315 were Spanish and 157 were Romanians. Data analysis. Descriptive and differential analyses using the chi-square and U of Mann-Whitney statistics.
Results: In the study we identified 1.2% of Spaniards and 3.3% of Romanians who either skip breakfast or do not eat foods throughout the morning. The main breakfast foods of the Spanish students are dairy, bread and cereals, cookies, juice and olive oil; for the Romanian students the basic foods at breakfast are cereals, dairy products, juices, biscuits and jams. We have found significant differences between the two compared cultural groups. We also found significant differences between the food eaten by men of the two cultural groups (Spanish and Romanian) and by the food eaten by women (Spanish and Romanian) in the breakfast food.
Conclusions: The results show the need to further promote and implement educational programs that encourage students to make breakfast before leaving home. Also, it is necessary, they take care of the intake of the right foods to start the day and contemplate this habit from a transcultural and gender approach. Significant differences were identified in the breakfast practice food by both genders and cultural groups.