Due to the higher migration rates, there is more cultural diffusion. The healthe care personnel will be dealing with patients from different cultures more often. This is why it is important to use an appropriate approach and give competent heathcare considering cultural backround of the patients. The goal of this thesis was to map the cultural differences in care for an underage patient and to trend the minority groups that are being cared for by nurses in the children's ward. To achieve the goal of this thesis, there were four specified questions and to achieve the result, there was a threephase trial, specifically qualitative trial supplemented with quantitative method using a questionnaire. The first phase was the pilot poll and a techniquire "snowball slamping" was used. The second phase of the trial consisted of pre-structured interviews with the nurses. The third phase consisted of pre-structured interviews with the parents. On the basis of this trial, it was concluded that the nurses are caring for Romany and Vietnamese minority groups most often. The other most patiens from Ukraine, Russia, Germany, Poland, Muslims and Jehova witnesses. The most common problems that occur during the care are: language barrier, cultural customs, communication and co-operation. Based on the data collected from interviews with nurses and parents, there are specific variations in expectency of care, such as food, daily regime, differences in behavour, communication, reliability to adhere to given rules and consequent care after the hospital stay. There are other different specifics such as rituals and traditions during child labour or at the time of death, celebration of different festivals, fasting and other spiritual needs. Traditions relating to refusal or demand of specific care were also mentioned. Results of this thesis were presented at the 13th Student conference in Pardubice and will be published in a technical journal.

Submitted by Pedro Silva Filho (pfsilva@ipen.br) on 2017-11-21T11:27:40Z No. of bitstreams: 0 / Made available in DSpace on 2017-11-21T11:27:40Z (GMT). No. of bitstreams: 0 / O trabalho tem como objetivo avaliar a exposição ao mercúrio de crianças residentes em área de garimpo e em área de controle, sem garimpo. Para isso foi realizado um estudo transversal com crianças residentes nos municípios de Chapada de Natividade e Porto Nacional, no Estado de Tocantins onde foi realizada a coleta de cabelo para análise laboratorial dos teores de mercúrio, comparando com relação aos municípios, gênero, consumo mensal de peixe, profissão dos pais e presença de amálgama em restaurações dentárias. As amostras de cabelo foram analisadas pelos métodos de análise por ativação com nêutrons e também por meio do equipamento DMA (Direct Mercury Analyser) sendo esse último em parceria com a CETESB. Não foram encontradas evidências de doenças causadas pelo mercúrio nas crianças estudadas. A concentração média de mercúrio nas crianças de Chapada de Natividade foi significativamente maior que as de Porto Nacional. Não houve relação significante entre concentrações de mercúrio e o gênero, consumo mensal de peixe, profissão dos pais e presença de amálgama em restaurações dentárias. Análises de amostras de peixes mais consumidos na região exposta ao garimpo apontam concentrações de mercúrio abaixo dos valores recomendados, necessitando de estudo mais aprofundado. Os resultados sugerem que as crianças habitantes em região exposta ao garimpo sofrem maior exposição ambiental ao mercúrio, independente de seus hábitos alimentares ou gênero. / Dissertação (Mestrado em Tecnologia Nuclear) / IPEN/D / Instituto de Pesquisas Energéticas e Nucleares - IPEN-CNEN/SP

Background: Racial and ethnic minorities are under-represented participants in health-related research. Comprehension and understanding of the research process are a barrier to research participation. A potential approach to engaging underserved populations in research is through improving research literacy, which we define as “the capacity to obtain, process and understand basic information needed to make informed decisions about research participation.” Methods: Through primary data collection and mixed-methods approaches, this doctoral thesis seeks to: 1) define and conceptualize the domains, determinants, and impacts of research literacy through the development of a multi-component comprehensive framework, 2) operationalize research literacy by developing and psychometrically testing the Research Literacy Scale, and 3) quantify differences in research literacy, measured by the Research Literacy Scale, by race/ethnicity, race-related factors, and other socio-demographic factors. Results: We created a framework outlining eight domains of research literacy and multi-faceted influences of societal, community, researcher, and participant factors that may influence an individual’s level of research literacy. The Research Literacy Scale created is comprised of 16 items, with a KR-20 estimate of 0.81 and test-retest reliability of 0.84. We found differences in mean scale scores by race/ethnicity, age, education, income, and health literacy (all p < 0.01). African-Americans and Latinos have lower research literacy scores, as compared to non-Latino Whites. Race-consciousness was associated with research literacy score. Conclusions: This study is the first to define, assess, and quantify factors associated with research literacy in a diverse community sample and may provide insights on approaches to enhance minority engagement in health-related research.

Background: The Institute of Medicine and numerous other healthcare organizations have identified the severe shortage of underrepresented minority healthcare professionals graduating into the workforce, and have called for a radical transformation of healthcare educational programs to make them more welcoming and supportive of underrepresented minority students. Purpose: The purpose of the study was to develop a reliable and valid measure of faculty response patterns to the needs of underrepresented minority nursing students. Theory: Yoder’s patterns of faculty interaction formed the conceptual basis for the development of this instrument. Methods: A mixed-method approach was used to develop this instrument. The first phase (item development phase) consisted of work with underrepresented minority nurse and faculty focus groups, individual interviews, and content experts to develop items. During the second phase of this study, psychometric evaluation of 134 survey responses from nursing faculty in the Northeast was conducted. Results: A 10-item scale was developed that measured faculty engagement with underrepresented minority nursing students. The Cronbach alpha for the EFURMS scale was .81. Principle component factor analysis with varimax rotation revealed a 3 factor solution that explained 66% of the variance in engagement with underrepresented minority students. The Cronbach alpha for the 3 factors ranged from .72-.78. The EFURM scale did not demonstrate ceiling or floor effects, or social desirability bias. More positive scores (higher EFURMS Scores) were associated with older faculty who had been teaching longer and had more experience teaching underrepresented minority students. Conclusion and Implications: The results of this study provide preliminary evidence for the reliability (internal consistency) and validity (content, criterion-related, and construct validity) of the 10-item EFURMS Scale. Further testing is needed to test the usefulness of this scale with wider samples of nursing faculty. With further development, the EFURMS Scale could be used to evaluate faculty readiness to engage with underrepresented minority students, and with studies to test the efficacy of interventions designed to improve faculty engagement with underrepresented minority students. A major finding of this study was the significance of age, years teaching, and experience teaching underrepresented minority students with EFURMS Scores suggesting that younger or less experienced faculty could benefit from mentoring by more seasoned faculty who have greater experience teaching underrepresented minority students.

No description available.

The purpose of this project was to investigate whether there was a significant difference in the adherence to conventional morality and the reaction to social pressure from adults versus peers among Mexican, Mexican-American, and Anglo-American children. The instrument used was the Moral Dilemmas Test (MDT) developed by Bronfenbrenner, Devereux, Suci, and Rodgers, which measures the reported readiness of children to engage in morally disapproved behavior and their reaction to social pressure exerted by adults and peers. The subjects were asked to respond to a series of conflict situations under three experimental conditions of confidentiality, scrutiny by parents, and scrutiny by peers. The test was administered in the spring of 1979 to 441 Junior High School students from four Northern California school districts. Eighty-two tests were administered in Spanish and 359 in English. There were 60 Mexican students, 60 Mexican-American students, and 60 Anglo-American students, half of them boys and half of them girls, who were randomly selected on a stratified basis. The findings showed that there were significant differences in the responses of the three groups to the MDT. Mexican children were more reluctant to engage in morally disapproved behavior than both Mexican-American and Anglo- American children. Mexican- American responses to conventional morality fell between those of Mexican and Anglo- American children. Anglo- American children scored lowest in conventional morality. The group most affected by social pressure, or the one which showed the larger difference between the base and the two experimental conditions was the Mexican-American group. The responses of Mexican-American children in this respect were significantly different from those of Mexican children. The three groups were differently affected by adult and peer social pressure. Mexican children scored significantly higher than Mexican-American children in their conformity to adult social pressure. Mexican children scored significantly lower than Anglo-American and Mexican-American children in the extent of conformity to peer social pressure. There was a significant sex effect in the responses of all students to the MDTs girls scored significantly higher than boys, and sex differences were significantly more pronounced in the Anglo-American group than in the Mexican group. No relationship was found between language spoken at home by Mexican and Mexican-American children and their responses to the MDT, nor was any relationship found between length of residency of Mexican children in the United States and their responses to the MDT.

Earlier research have portrayed Afro-Swedes’ situation in mostly negative terms and have often concentrated on just one or a few spheres of society. Success stories are overridden by examples of discrimination. This research aim to contribute to a broader picture and asks how the situation of Afro-Swedes as a minority group in the Swedish society could be understood. This qualitative desk study uses the framework from Hans-Ingvar Roth’s book Mångkulturalismens utmaningar (2005) [Challenges of Multiculturalism], to answer this questions. This research shows that Afro-Swedes experience positive and/or negative distance and/or inclusion within twelve identified spheres of society. Sometimes both positive and negative inclusion/distance is present even in the same sphere. The analysis of this research suggests that Afro-Swedes as a minority is rather distanced than included in the Swedish society, no matter if it is voluntary or not. This research do not neglect the discrimination or racism that many Afro-Swedes witness about, however, it supplements the more often negative picture presented. It does so by showing a more complex image where positive – as well as negative – elements of Afro-Swedes’ situation can be found in the Swedish society.

Austria's aim to provide equitable education to its citizens is an ongoing process. In 1747 a decree opened schools to all children. From 1891 to 1941 schooling was compulsory for children between 6 and 14. In 1955 the Austrian Constitution guaranteed Austrian minority groups equal access to education. In 1966 and 1976 legislation further guaranteed minority groups' right to be taught in their home language subject to certain provisos. Currently minority groups are supposed to be taught in their horne language for the frrst three years of school and school is compulsory for nine years. This study wished to establish whether minority groups are, in fact, provided with education as provided for by law, and examined the situation in the United States of America, the United Kingdom and Canada as well. If Austria is successful, Zimbabwe or South Africa could adapt her policies in their educational situation. / Educational Leadership and Management / M Ed. (Educational Management)

Contextes différents en matière d’histoire et de temporalité migratoires, la France et la Catalogne en Espagne proposent un traitement politique relativement opposé des particularismes. Cette thèse s’intéresse plus particulièrement aux effets de l’ethnoracialisation des populations européennes sur les relations entre habitants des villes moyennes mélangées. Dans les deux pays étudiés, on constate une forme d’homogénéisation dans la pratique quotidienne de l’ethnicité des habitants. L’ethnoracialisation participe à reconfigurer les espaces urbains des villes moyennes, notamment à travers la constitution de centralités minoritaires. Or ces aires urbaines accélèrent l’imbrication des logiques ethniques et racisantes. Ce sont des espaces d’entre-soi, investis par les habitants originaires du Maghreb et ils matérialisent une frontière visible entre les groupes dans la ville. Egalement objet de stigmatisation et de contournements, les centralités minoritaires sont le lieu privilégié d’expression de tensions ethnoraciales dans la ville. Elles génèrent de l’insécurité urbaine qui facilite les processus de différenciation ethnoraciale et les amalgames sur les minorités. Les stéréotypes sur les originaires du Maghreb sont ainsi façonnés par l’expérience urbaine, l’histoire et le cadre national et le contexte plus global : on assiste à l’adoption commune de modalités de traitement des marqueurs ethnoraciaux, sous la rhétorique des civilisations. La peur des différences ethnoraciales justifie alors la naturalisation et la banalité du racisme et pour se dégager des assignations, les minorités usent d’un ensemble de stratégies de dépassement et de résistance au stigmate. / With different historical contexts and migration temporalities, France and the region of Catalogna in Spain apply relatively opposing policies concerning specificities. This PhD thesis focuses more specifically on the effects of the ethno-racialization of the European populations on the relations between people in mixed medium sized cities. In the two studied countries, we can witness a certain homogenization in the everyday practice of ethnicity of the inhabitants. The ethno-racialization contributes to the reconfiguration the urban spaces of medium-size cities, in particular through the establishment of minority centralities. But the urban areas speed up the intertwining of ethnic and racializing logics. These are spaces of self-segregation, invested by population from the Maghreb and it materializes a visible border between the groups within the city. Also subject to stigmatization and bypasses, the minority centralities have become places of ethnoracial tensions in the city. This creates urban insecurities which favours the process of ethno-racial differentiation as well as assimilating them to minorities. The stereotypes about people of Maghrebian origins are thus created through urban experience, History and the national scope, and the more global context : we can witness the common adoption of the use of ethno-racial markers, behind the rhetoric of civilizations. The fear of ethnoracial differences then justifies the normalization and banalization of racism and to escape these designations, the minorities use a numbers of strategies to surpass themselves and to resist the stigmatization.

Diss. (sammanfattning) Uppsala : Univ., 2004. / Härtill 5 uppsatser.