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  • The impact of poultry meat attributes in the consumers’ behavior

    Goga, Irini (Ovidius University of Constanta (Romania), 2019-11-30)
    Meat market has a vital rank position in the pool of a competitive market. Based on the FAO data, poultry meat products are widely most preferred products. The consummators are concerned about the nutrition and sensory aspects of meat products. Knowing better consumers’ preferences helps the producer to fulfill the consumer needs offering the type of products they really need. Meat product attributes are essential in the decision that consumers make choosing a specific product. In the meantime, many studies mention that the religion of consumers impacts the decision to buy a product. We carry out this survey to show out how various factors such as religious and the meat attributes impact the buyers’ behavior in selecting poultry meat products. Our study aim to figure out the impact of poultry meat attributes in the consumers’ preferences for this product and the role of the consumers ‘religion in the type of meat they consume. In this regard, was surveyed with 250 participants in Tirana – Durres region. Based on our study, it is shown that price, origin of the poultry meat product and the appearance (color/texture) of the chicken meat are very significant factors in the buyers’ decision also considering their religion. On this study is pointed the correlation between origin - price, and price - the appearance of poultry meat products. The results of this approach will be an orientation for the poultry meat industry, marketing strategy and all other meat market actors.
  • TIP #59: Improving Cultural Competence

    Center for Substance Abuse Treatment (CSAT), 2014-01-01
    340 pages.  Includes index and bibliography.  TIP (Treatment Improvement Protocol) #59 assists professional care providers and administrators in understanding the role of culture in the delivery of substance abuse and mental health services. It discusses racial, ethnic, and cultural considerations and the core elements of cultural competence.  Chapters: 1. Introduction to cultural competence (purpose, objectives, assumptions, culture, race, ethnicity, cultural identity); 2. Core competencies for counselors and other clinical staff (self-assessment); 3. Culturally responsive evaluation and treatment planning (engage clients, collaboration, interviews, assessments, screening and assessment tools, readiness and motivation for change, responsive case management); 4. Pursuing organizational cultural competence (values, governance, planning, evaluation, monitoring, language services, workforce and staff development, organizational infrastructure); 5. Behavioral health treatment for major racial and ethnic groups (African and Black Americans, Asian Americans, Native Hawaiians, Pacific Islanders, Hispanics and Latinos, Native Americans, White Americans); 6. Drug cultures and the culture of recovery (role of drug cultures in substance abuse treatment); Appendices: instruments to measure identity and acculturation, tools for assessing cultural competence, screening and assessment instruments, cultural formulation in diagnosis, cultural concepts of distress, cultural resources.
  • Importancia del desarrollo de la competencia intercultural en los estudiantes de español como lengua extranjera

    Widad, Souali (2019)
    Many students of foreign languages are convinced that learning a language depends only on aspects such as grammar, lexicology, semantics, phonology; and do not give importance to the intercultural factor. Learning a language is also knowledgeable about its culture, being able to use this second language with cultural beliefs and patterns of action. In so doing, learning the culture of this second language minimizes the potential risks of cultural clashes and misunderstandings, something that any student of a foreign language has experienced / experienced in their learning process especially when this process occurs in the country of the foreign language. This article tries to answer the following questions: how can I teach my students a genuine intercultural competence? How can we provide a basis for a better understanding of foreign culture that promotes respect for others and enrichment of learning for students? And what is the profile and motivational attitudes for learning the culture of foreign languages?
  • Exploring Elementary Education Teachers’ Instruction of Academic Language for English Language Learners

    Malykhina, Irina (ScholarWorks, 2021-01-01)
    General education teachers who teach language arts, math, science, and social studies are challenged with incorporating academic language instruction into content instruction for English language learners (ELLs). Little is known about how general education teachers use instructional strategies for teaching academic language to ELLs. A deeper understanding of teacher experiences with implementing academic language instruction to ELLs can help guide future efforts to collaborate on implementation for effective literacy programs that address ELLs’ academic language needs. The purpose of this qualitative case study was to explore how elementary general education teachers plan, implement, and assess academic vocabulary instruction to ELLs. The conceptual framework for this study included Cummins theory of second language acquisition. The participants included 10 general education teachers who teach language arts, math, science, and social studies at diverse elementary public schools in the Mid-Atlantic area of the United States. Teacher questionnaires and face-to-face interviews were utilized to answer the research questions. Data were analyzed via open and axial coding to generate the themes. The study findings revealed that elementary general education teachers believed that implementing academic language instruction that included instructional strategies and assessments in all four language domains, which are listening, speaking, reading and writing, was essential for academic success of ELLs. This study’s findings may positively affect social change by informing stakeholders’ efforts to develop and implement teacher professional development to support general education teachers’ efforts to provide academic language instruction to ELLs.

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