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從臺灣大學生的跨文化經驗省思跨文化素養議題 A Reflection of Current Issues on Intercultural Competence from the Experiences of Taiwanese College Students全球化使人類緊密相連，亦帶動文化間的碰撞，跨文化素養已是全球公民的基本素養。面對全球共同議題及漸趨多元的社會，臺灣人更應了解並具備跨文化素養。教育是涵育素養的基石，臺灣致力於教育國際化已逾十年，其跨文化素養成果值得檢視。本文闡述跨文化素養的意義及重要性，並由2017∼2020年對高等教育本籍及境外生的研究及觀察，歸納出臺灣現階段需省思的三大跨文化素養議題，包括文化刻板印象、文化敏感度及跨文化學習動機，進而提出加強教師跨文化素養培 訓、將跨文化素養列為高等教育核心能力，以及持續校園國際化的建議。 Globalization has made people closely connected. It has also led to the collision of cultures. Intercultural competence (IC) has become the basic competence of global citizens. Facing global issues and an increasingly diverse society, it is necessary for Taiwanese to gain the knowledge of and be equipped with IC. Education is the cornerstone of competence cultivation. Taiwan has been committed to internationalizing its education for more than a decade, its achievements in IC need to be examined. This paper first expounded the meaning and importance of IC, then presented three major current issues in IC Taiwan needs to contemplate based on observation and the college student (domestic and external) data collected between 2017-2020: cultural stereotypes; cultural sensitivity; and motivation to learn. It moreover put forward 3 suggestions: strengthening teachers’ training; making IC the core competence of higher education; and continuing campus internationalization to improve IC cultivation.
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Teoría de Diseño de Videojuegos M.D.A y ética de la información : vías hacia la Inclusión digital en el Museo Nacional de Colombia y el Museo de Arte Contemporáneo de BogotáEl presente trabajo de grado busca identificar las posibles vías que contribuyan a la consecución de la inclusión digital como mecanismo de eliminación de brechas históricamente existentes y radicadas sistemáticamente, permitiendo la construcción de espacios informacionales híbridos, análogos o digitales que colaboren con el desarrollo personal, académico, social y cultural de los usuarios para los cuales la Ciencia de la Información trabaja. 
 Para ello, se realizará revisión de literatura existente sobre Ética de la Información, Accesibilidad, Usabilidad, Inclusión Digital y Teoría de Diseño de Videojuegos M.D.A., sumado a la identificación de la normatividad existente referente a los términos previamente mencionados y los casos de éxito de implementación de espacios interactivos en museos, pues esta será la tipología de instituciones culturales que fue estudiada en este trabajo de grado.
 Cabe destacar que los museos seleccionados para este estudio son el Museo Nacional de Colombia y el Museo de Arte Contemporáneo de Bogotá, pues se buscó identificar una institución cultural tanto por sector público como privado que contaran con la inclusión como uno de sus ejes de desarrollo institucional dentro de sus misiones o sus valores; esto sumado a la necesidad de identificar instituciones que contaran con espacios híbridos, físicos y digitales, previamente concebidos. 
 Finalmente, se espera exponer la incidencia que la implementación de la Teoría de Diseño de videojuegos M.D.A. y la Ética de la Información tienen sobre la consecución de la inclusión digital en los espacios híbridos del Museo Nacional de Colombia y el Museo de Arte Contemporáneo para así dar apertura a una posible solución a la problemática social de la brecha digital. Contribuyendo así a mejorar espacios de acceso, uso e interacción de la información y el conocimiento, brindando contextos participativos, incluyentes y sostenibles social y culturalmente.
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The Impact Of A K-8 STEM Program On Grades And Student Choice Of STEM And Advanced Mathematics And Science Coursework In High SchoolThe demands of today’s workforce call for schools to prepare their students to have problem-solving skills and be critical thinkers and collaborative colleagues. Science, Technology, Engineering, and Mathematics (STEM) learning has been known to cultivate, excite, and promote critical thinking and problem-solving skills in students from an early age. This study explored the high school course selection of students who had participated in a compulsory Kindergarten to 8th grade (K-8) STEM program, called Project Lead the Way (PLTW), while in middle school. Specifically, the study compared the number of STEM and advanced mathematics and science courses that students who were exposed to this program took while in high school. It also examined the impact of PLTW on these students’ mean grades in STEM, mathematics, and science courses. An analysis of the course enrollment revealed that participating in PLTW coursework for one or two quarters in middle school did not result in students increasing the number of STEM, advanced mathematics, and science courses taken in high school. However, the results also showed that participating in PLTW courses for one or two quarters in middle school was associated with an increased likelihood that students characterized as English Language Learners (ELL) took more STEM courses in high school. Additionally, an analysis of the academic outcomes for students who completed one or two-quarters of PLTW coursework prior to entering high school achieved higher academic grades than their historic predecessors’ grades on mathematics and science courses taken in high school. From these findings, the researcher recommends that the state create a K-12 policy that addresses access to STEM coursework for all its students. The researcher also recommends that each district in the state creates a district policy to ensure every student has an opportunity to engage in STEM opportunities from pre-Kindergarten through high school. This study provides evidence for the continued support of heuristic approaches to learning through a compulsory K-12 STEM program in schools.
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Creolization and Pidginization in Contexts of Postcolonial Diversity Language, Culture, IdentityIntro -- Contents -- List of Figures and Tables -- List of Contributors -- Part 1 Introduction -- Chapter 1 Creolization and Pidginization in Contexts of Postcolonial Diversity: Context, Content, Structure -- Chapter 2 Creolization and Pidginization as Concepts of Language, Culture and Identity -- Part 2 Situating Creole Languages in Society -- Chapter 3 Lingua Franca Onset in a Superdiverse Neighbourhood: Oecumenical Dutch in Antwerp -- Chapter 4 Language and Ethnic Hierarchy in Mauritius -- Chapter 5 The Shades of Legitimacy of Solomon Islands Pijin -- Chapter 6 Saamaka Language, Ethnicity, and Identity: Suriname and Guyane -- Chapter 7 Swahili Creolization and Postcolonial Identity in East Africa -- Chapter 8 Chronicle of a Creole: The Ironic History of Afrikaans -- Chapter 9 Creole Language and Identity in Guinea-Bissau: Socio-Anthropological Perspectives -- Part 3 Ideology and Meaning in Creole Language Usages -- Chapter 10 Multiple Choice: Language Use and Cultural Practice in Rural Casamance between Convergence and Divergence -- Chapter 11 Dynamics of Inclusion and Exclusion Related to a Creole Language: 'Krio' as an Ambivalent Semiotic Register in Present-Day Sierra Leone -- Chapter 12 Krio Identity and Violence: Language Ideologies of Political Disloyalty in the Sierra Leonean Civil War -- Chapter 13 Indexing Alterity: The Performance of Language in Processes of Social Differentiation in Postwar Liberia -- Chapter 14 Bambinos and kassu bodi: Comments on Linguistic Appropriations on Cape Verde Islands -- Part 4 Creolization and Pidginization in Popular Culture -- Chapter 15 Language and Music in Cape Verde: Processes of Identification and Differentiation -- Chapter 16 Between Purity and Creolization: Representations of Race, Culture and Language in the New South Africa
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Ante la Diversidad: ¿Qué Opinan y Sienten los Adolescentes? La Alteridad y la Interculturalidad a ExamenDiversity is a structural part of all societies. Nor are those that are perceived as homogeneous. Even so, the debate on intercultural education, coexistence between groups of origins, ideologies and different thoughts has gained scientific interest from the social changes that have occurred in the population displacements of this century. Gender education has reappeared imbricated in all of this (as an urgent need). This article shows the positioning and the assessments that, based on the results of a quantitative research on a large sample of adolescents of Catalonia, say they have about alterity and differences. The variables place of birth, gender, frequency of relationships and environment have been studied. The results are statistically significant. Differences are observed in the opinions expressed according to these variables, especially between girls and boys. Although they generally express a favorable attitude to contact with the different, more of them show thoughts that reproduce traditional cultural stereotypes. Quantitative data reveal influences of educational socialization both in the classroom and in its environment. The adolescents identify the school and the neighborhood as the main spaces of social relation and place the network in third place.