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Descriptors:
Foreign Countries; Semi Structured Interviews; Immigrants; Males; Family (Sociological Unit); Family Influence; Islam; Role of Religion; Muslims; Turkish; Language Role; Language Maintenance; Collective Settlements; Marriage; Ethnicity; Cultural Influences; Social Attitudes; Authoritarianism; Cultural Maintenance; Social Mobility; Educational Attainment

Abstract:
This study focuses on the cultural characteristics of Ahiska Turks in Wheaton, Illinois in the United States. By trying to understand the culture of the participants, I sought to shed light on how the Ahiska Turks managed to cope with the hardship they experienced and yet preserved their ethnic identities. In this multicase study, I interviewed six male Ahiska Turks. As a result of my analyses, eight themes emerged: family, religion (i.e., Islam), language (i.e., Turkish), communal life, endogamy, authoritarianism, oppression against the preservation of culture and identity, and education for upward mobility. The Ahiska Turks' agrarian way of life, the preservation of their language, and their preference of integration to the larger society for acculturation make them who they are today. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Socialization; Imitation; Sons; Fathers; Child Care; Collective Settlements; Parent Participation; Parent Child Relationship; Learning Theories; Questionnaires; Prediction; Role Models; Child Rearing; Foreign Countries; Multiple Regression Analysis

Abstract:
This study examined modeling and compensatory processes underlying the effects of an early paternal model on father involvement in child care. Drawing on social learning theory, it was hypothesized that father-son relationships would moderate the association between a father's involvement and his own father's involvement. A sample of 136 kibbutz father-son dyads completed extensive questionnaires. Findings provided evidence for modeling effects on the socioemotional care dimension, whereas imitation of highly involved fathers occurred simultaneously with compensation for relatively uninvolved fathers on the physical care and responsibility dimensions. As predicted, imitation was more likely in close father-son relationships. These findings shed light on the role of paternal model and attest to the importance of differentiating various forms of involvement. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Social Theories; Teacher Collaboration; Postmodernism; School Culture; Educational History; Educational Policy; Collective Settlements

Abstract:
The purpose of this conceptual paper is to analyze the potential for collaborative relationships in schools in Ukraine. In this paper, I examine the nature of teacher collaboration in schools within a framework of postmodernism as a constructive social theory. To better grasp the deep meaning of collaborative interactions in schools, I use cultural and micropolitical perspective. Further, I turn to the discussion of the potential for collaboration in Ukrainian schools, utilizing the notion of a collective that prevailed in Soviet society and system of education. Implications for establishing collaborative school cultures in Ukraine conclude the paper. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Role of Education; Educational Philosophy; Imagination; Social Environment; Group Membership; Well Being; Work Attitudes; Social Systems; Educational Theories; Educational Practices; Collective Settlements

Abstract:
The aims of education, and the appropriate means of realising them, are a recurring preoccupation of utopian authors. The utopian socialists Robert Owen (1771-1858) and Charles Fourier (1772-1837) both place human nature at the core of their educational views, and both see education as central to their wider objective of social and political transformation. The greatest philosophical difference between them concerns human nature: whereas Owen saw character as plastic and open to creation, Fourier saw it as God-given and liable to discovery. The most striking practical difference concerns their institutional recommendations: whereas Owen saw schooling as taking place in largely conventional spaces, Fourier sought to integrate education into the community--his ideal society contains no schools and no teachers. Both authors had some (limited and often indirect) practical influence on educational practice, despite the failure of their wider ambitions for social reform. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Jews; Identification; Experiential Learning; Young Adults; Foreign Countries; Cultural Awareness; Observation; Interviews; Patriotism; Collective Settlements; Tourism; Surveys

Abstract:
More than 300,000 diaspora Jewish young adults and tens of thousands of their Israeli peers have participated in structured, cross-cultural encounters--"mifgashim"--in the context of an experiential education program known as Taglit-Birthright Israel. Drawing on field observations, interviews, and surveys, the formal and informal components of the encounters are described, and the meanings participants attach to the experience are analyzed. For North Americans, the encounters enable a personal and seemingly authentic experience of "the real" Israel, and make them feel welcome in the Jewish homeland. For Israelis, the encounters foster national pride, as well as identification with the transnational Jewish collective. Although program sponsors hoped the encounters would also create a forum for learning by Israeli participants about life in the Jewish diaspora, this latter goal was not typically achieved. This article explores the mechanisms by which the encounters generate identification with the homeland and the transnational Jewish collective, as well as the limitations of the encounters as a vehicle for reciprocal learning about diaspora culture and society. (Contains 10 footnotes and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Municipalities; Rural Areas; Foreign Countries; Climate; Rural Education; Case Studies; Rural Population; Natural Disasters; Weather; Collective Settlements; Water; Agriculture; Natural Resources

Abstract:
With the likelihood of future changes in climate and climate variability, it is important to understand how human systems may be vulnerable. Rural communities in Saskatchewan having agricultural-based economies are particularly dependent on climate and could be among the most vulnerable human systems in Canada. Future changes in climate are likely to have significant impacts on rural livelihoods, and rural populations will face the challenge of coping with climate change in light of a multitude of other changing socio-economic and environmental conditions. The Rural Municipality of Rudy No. 284 was chosen as a case study due to its access to irrigation, a key tool in climate adaptation for the agricultural system in the area against one of its most notorious climatic features--severe multi-year droughts. Further irrigation development would continue to reduce climate vulnerabilities. Even with irrigation however, the compounding effects of climate and other socio-economic changes will likely require modifications in current practices and policies in order to secure adequate livelihoods. Climate change adaptation in the RM must ensure equitable access to water and potentially irrigation, reduce barriers to collaboration when addressing communal problems, and provide more certainty in government programs. (Contains 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Individual Needs; Children; Residential Care; Social Services; Volunteers; World History; Jews; Christianity; Social Change; War; Disabilities; Attitude Change; Theories; Access to Education; Holistic Approach; Interdisciplinary Approach; Role; Religious Cultural Groups; Collective Settlements; Role of Education; Values; Educational Philosophy; Faculty Development; Theory Practice Relationship; Politics of Education; Sustainability

Abstract:
In this paper the origin of the Camphill Movement will be outlined. Particular attention will be paid to the influence of the Moravian Brethren educational model in the development of the Camphill Schools. A key influence which helped to shape Camphill philosophy and practice was the writing of Jan Amos Comenius (1592-1670), a bishop in the Moravian Church, who is widely viewed as the founder of modern education. The paper briefly describes the development by Camphill School Aberdeen and the University of Aberdeen of the BA in Social Pedagogy which takes a holistic--Comenian--approach to the education and care of children and young people. The question is posed whether the social pedagogic impulse can be sustained in the present economic climate when deep cuts are being made in educational and social welfare expenditure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Cultural Influences; Self Concept; Well Being; Young Adults; Goal Orientation; Mental Health; Foreign Countries; Collective Settlements; Cultural Context; Violence; Stress Variables; Military Service; Personal Autonomy; Developmental Stages

Abstract:
Finding and cultivating a sense of authentic self is an important life goal for emerging adults. In collectivist cultures, youngsters might need to distance themselves to find and discover their authentic selves separate of the expectations of society and significant others. Creating an autonomous time bubble that focuses on the present allows youngsters to forge a sense of personal meaning and authenticity that subsequently paves the way to reintegration into long-term life goals. The results focusing on Israeli emerging adults demonstrate that a sense of authentic self plays a central role in their well-being and socioemotional functioning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Childhood Education; Educational Philosophy; Judaism; Caregiver Role; Foreign Countries; Developmental Psychology; Collective Settlements; Family (Sociological Unit); Socialization; Self Esteem; Child Psychology; Females; Parent Role; Social Change; Professional Development

Abstract:
The changes in the kibbutzim went through a transition from a collectivistic society to an individualistic one, with an emphasis on family units. Parents found themselves in a new role that was not passed to them by inter-generational transfer, while caregivers lost their socialisation roles, expressed by exhaustion and low professional self-esteem. This crisis gave rise to the "integrative psycho-pedagogical model", which merges theories from child and parent developmental psychology with organisational, systemic counselling and ecological theories. This model provides a new professional horizon for women who work in the EC field and increases their professional self-esteem. Due to its success it has been adopted by educational systems outside of the kibbutzim in Israel. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Posttraumatic Stress Disorder; Immigrants; Comparative Analysis; Acculturation; Foreign Countries; Symptoms (Individual Disorders); Collective Settlements; Prediction; Violence

Abstract:
The study has three aims: (1) to compare the effect of the Qassam attacks in two types of communities: development town and kibbutz; (2) to examine the relationship between posttraumatic stress (PTS) and posttraumatic growth (PTG); and (3) to examine the contribution that level of exposure, cognitive appraisal, and sense of belonging to the country make to PTS and PTG. The sample consisted of 134 residents, 67 living on two kibbutzim and 67 living in the development town of Sderot. Results revealed that the development town residents reported more PTS symptoms and more PTG than did the kibbutz residents, and the association between PTS and PTG was positive. In addition, the findings show that most of the predictors contribute to either PTS or PTG, or predicted them differently. The discussion examines the results in light of the current literature on PTS and PTG. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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