Política cultural e hibridación de las instituciones culturales. El caso de Barcelona

Actualmente, los recortes en los presupuestos de cultura han impulsado un debate público sobre la necesidad de cooperación entre el sector público y el sector privado en la financiación y la gestión de las instituciones culturales. No obstante, en realidad, esta cooperación ya existe en el caso de Barcelona. El análisis presupuestario y de su gestión revela que la mayor parte de las instituciones culturales no pueden ser clasificadas ni en el sector público ni en el sector privado no lucrativo, sino que son híbridas. El artículo defiende que las hibridaciones que podemos encontrar se explican, en primer lugar, por el origen de las instituciones culturales y, en segundo lugar, por la orientación de la política cultural barcelonesa, caracterizada por la estrategia emprendedora del gobierno local. Finalmente, el artículo analiza los retos que plantean estos diferentes grados de hibridación con relación a la gobernanza de las instituciones culturales.

Opettajan monikulttuurinen työ

Teacher's multicultural work The purpose of the present study is to explore teachers’ conceptions of their work as teachers of multicultural students. Teachers’ experiences of multicultural work and conceptions derived from them are part of the teacher’s multicultural competence which is seen as a key component of the teacher’s multicultural teachership. The teacher’s multicultural competence consists of the teacher’s cultural knowledge, pedagogical skills and experiences and attitudes related to multiculturalism. The teacher’s multicultural competence constitutes the basis on which the teacher implements multicultural education. The foundation for the teacher’s work is laid by laws and decrees, curricula, regulations issued by authorities in charge of the education of immigrant students, resources available and other demands and expectations set by the ambient society. The study was conducted in the city of Turku, Finland. The sample consisted of class teachers who taught both immigrant and majority students. Main objects of study in the theoretical part are the multicultural and pluralistic school and the multicultural teachership. The basic assumption is that the multicultural and pluralistic school forms the frame of activity in which the teacher implements multicultural teaching. The research strategy is based on methodological triangulation. The quantitative part of the study was carried out using a questionnaire typical of survey methods. The questionnaire was returned by 71 teachers. The qualitative part was conducted using theme-based interviews typical of phenomenological philosophical research. Of the total of teachers who returned the questionnaire, twelve (12) teachers were selected for interviews. According to the results, the participating teachers enjoyed their work regardless of the ample extra work caused by the students with immigrant backgrounds. The teachers experienced their work as teachers of multicultural student groups as strenuous, yet challenging. Students with immigrant backgrounds had caused many changes in the teacher’s work. The teachers regarded their multicultural skills as inadequate in relation to the demands of the work. They had not received education related to teaching students with immigrant backgrounds, but they were ready for in-service education. The teachers’ previous attitudes concerning immigrant students had been enforced. Teaching experiences strengthened the earlier, both positive and negative, attitudes. The central problems related to multiculturalism in the teacher’s work were caused by the deficient Finnish skills of the students with immigrant background. This was apparent in both teaching and learning as well as in contacts with parents. The teachers reported on relatively few inclusions of multicultural angles in their teaching. However, they believed that they could aid students with different cultural backgrounds in their integration process. At the same time they felt that their own chances to enhance the students’ cultural identities were slim. On the basis of the interviews conducted in connection with the teacher’s multicultural competence, the teachers were divided into three groups: assimilative, indeterminate and integrating multicultural teachers. The present study provides a strong indication that teachers tend to interpret multiculturalism in narrow terms. School activities, such as Finnish as a second language, first language and religious instruction, which were targeted exclusively at immigrant students were in most cases considered adequate. A holistic, cross-disciplinary, all-inclusive multicultural education that would permeate all school activities remains largely unimplemented.

Impact of geographical and cultural factors on clinical trials in acute mania: lessons from a ziprasidone and haloperidol placebo-controlled study

Clinical trials today are conducted in multiple countries to enhance patient recruitment and improve efficiency of trials. However, the demographic and cultural diversity may contribute to variations in study outcomes. Here we conducted post-hoc analyses for a placebo-controlled study with ziprasidone and haloperidol for the treatment of acute mania to address the demographic, dosing, and outcome disparities in India, Russia and the USA. We compared the baseline characteristics, outcomes and discontinuations in patients and explored the relationship between the outcome measures across these countries. We found substantial differences in baseline characteristics of subjects, administered dosage and disease severity in India compared to the USA and Russia. Conversely, US subjects had a higher placebo response compared to subjects in Russia and India. These results are probably due to demographic differences in patient populations and psychiatric clinical practice across countries. While we offer initial ideas to address the disparities identified in this analysis, it is clear that further research to improve our understanding of geographical differences is essential to ensure globally applicable results for clinical trials in psychiatry.

Is the Front Line Prepared for the Changing Faces of Patients? Predictors of Cross-Cultural Preparedness Among Clinical Nurses and Resident Physicians in Lausanne, Switzerland.

UNLABELLED: Phenomenon: Assuring quality medical care for all persons requires that healthcare providers understand how sociocultural factors affect a patient's health beliefs/behaviors. Switzerland's changing demographics highlight the importance of provider cross-cultural preparedness for all patients-especially those at risk for social/health precarity. We evaluated healthcare provider cross-cultural preparedness for commonly encountered vulnerable patient profiles. APPROACH: A survey on cross-cultural care was mailed to Lausanne University hospital's "front-line healthcare providers": clinical nurses and resident physicians at our institution. Preparedness items asked "How prepared do you feel to care for ... ?" (referring to example patient profiles) on an ascending 5-point Likert scale. We examined proportions of "4 - well/5 - very well prepared" and the mean composite score for preparedness. We used linear regression to examine the adjusted effect of demographics, work context, cultural-competence training, and cross-cultural care problem awareness, on preparedness. FINDINGS: Of 885 questionnaires, 368 (41.2%) were returned: 124 (33.6%) physicians and 244 (66.4%) nurses. Mean preparedness composite was 3.30 (SD = 0.70), with the lowest proportion of healthcare providers feeling prepared for patients "whose religious beliefs affect treatment" (22%). After adjustment, working in a sensitized department (β = 0.21, p = .01), training on the history/culture of a specific group (β = 0.25, p = .03), and awareness regarding (a) a lack of practical experience caring for diverse populations (β = 0.25, p = .004) and (b) inadequate cross-cultural training (β = 0.18, p = .04) were associated with higher preparedness. Speaking French as a dominant language and physician role (vs. nurse) were negatively associated with preparedness (β = -0.26, p = .01; β = -0.22, p = .01). Insights: The state of cross-cultural care preparedness among Lausanne's front-line healthcare providers leaves room for improvement. Our study points toward institutional strategies to improve preparedness: notably, making sure departments are sensitized to cross-cultural care resources and increasing provider diversity to reflect the changing Swiss demographic.

Domains of importance to the quality of life of older people from two Swiss regions

BACKGROUND: quality of life (QoL) is a subjective perception whose components may vary in importance between individuals. Little is known about which domains of QoL older people deem most important. OBJECTIVE: this study investigated in community-dwelling older people the relationships between the importance given to domains defining their QoL and socioeconomic, demographic and health status. METHODS: data were compiled from older people enrolled in the Lc65+ cohort study and two additional, population-based, stratified random samples (n = 5,300). Principal components analysis (PCA) was used to determine the underlying domains among 28 items that participants defined as important to their QoL. The components extracted were used as dependent variables in multiple linear regression models to explore their associations with socioeconomic, demographic and health status. RESULTS: PCA identified seven domains that older persons considered important to their QoL. In order of importance (highest to lowest): feeling of safety, health and mobility, autonomy, close entourage, material resources, esteem and recognition, and social and cultural life. A total of six and five domains of importance were significantly associated with education and depressive symptoms, respectively. The importance of material resources was significantly associated with a good financial situation (β = 0.16, P = 0.011), as was close entourage with living with others (β = 0.20, P = 0.007) and as was health and mobility with age (β = -0.16, P = 0.014). CONCLUSION: the importance older people give to domains of their QoL appears strongly related to their actual resources and experienced losses. These findings may help clinicians, researchers and policy makers better adapt strategies to individuals' needs.