Sociocultural issues Sample Clauses

Sociocultural issues. According to literature dedicated to the problems of adjustment to the sociocultural environment in the home country of a returnee, relationships with family and friends were considered to be another difficult aspect of the re-adaptation. Three decades ago, Xxxx and Xxxxxxxx (1977) found that most of LASPAU Scholars after returning back to Brazil were challenged to get used back to life at home, in particular, with family and friends. Many study participants were barely able to cope with such parental care after arriving from the United States, where they were accustomed to a more independent life. Brabant et al. (1990) similarly aimed at exploring the re-entry experience of foreign students returned from the United States to family, friends and in everyday life at home. The results of the empirical study corresponded to the research findings of Xxxx and Xxxxxxxx conducted earlier (1977). For many, it was problematic to cope with family expectations and maintain a former friendship with old friends. More recently, the results of research conducted by Xxxxxxx (2002) with East Asian graduates returned from their studies in New Zealand confirmed that renegotiating relations with family and friends caused the most problem upon re-entry. However, one study demonstrates a more positive re-entry experience with respect to relationships with family. Le and Lacost (2017) research findings suggest that most returning Vietnamese students after coming back from studying in the U.S. experienced positive emotional support from their families. Some have reported that their relationships with family got even better and improved, though friendship with old friends for some have ended up upon return.
Sample 1
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Related to Sociocultural issues

  • Cultural ceremonial leave may be taken as whole or part days off. Each day, or part thereof, shall be deducted from: a) the Employee's annual leave entitlements (where applicable); b) the Employee’s accrued long service leave entitlements, but in full days only; or c) accrued days off or time in lieu.

  • CULTURAL DIVERSITY The Cultural Diversity Requirement generally does not add units to a student's program. Rather, it is intended to be fulfilled by choosing courses from the approved list that also satisfy requirements in other areas of the student’s program; the exception is that Cultural Diversity courses may not satisfy Culture and Language Requirements for B.S. students. For example, COMM 6 – Intercultural Communication, can fulfill (3) units of the Behavioral Science requirement and (3) units of the Cultural Diversity requirement. This double counting of a class may only be done with the Cultural Diversity requirement. Courses in Cultural Diversity may be taken at the lower- division or upper-division level.

  • Cultural Resources If a cultural resource is discovered, the Purchaser shall immediately suspend all operations in the vicinity of the cultural resource and notify the Forest Officer. Operations may only resume if authorized by the Forest Officer. Cultural resources identified and protected elsewhere in this contract are exempted from this clause. Cultural resources, once discovered or identified, are not to be disturbed by the Purchaser, or his, her or its employees and/or sub- contractors.

  • Cultural Leave Where such leave is approved by the employer, teachers participating in recognised cultural activities within New Zealand or outside New Zealand are entitled to leave with pay on the same conditions as for sports leave.

  • Cultural cooperation 1. The aims of cultural cooperation will be: (a) to build on existing agreements or arrangements already in place for cultural cooperation; and (b) to promote information and cultural exchanges between the Parties. 2. The Parties will encourage and facilitate, as appropriate, the following activities, including, but not limited to: (a) dialogue on cultural policies and promotion of local culture; (b) exchange of cultural events and promote awareness of artistic works; (c) exchange of experience in conservation and restoration of national heritage; (d) exchange of experience on management for the arts; (e) protecting archaeological monuments and cultural heritage; (f) having a consultation mechanism between the Parties' culture authorities; and (g) cooperation in the audio-visual field, mainly coproduction and training programs in this sector and means of communication, including training, development and distribution activities.

  • Cultural Competency 1. All program staff shall receive at least one (1) in-service training per year on some aspect of providing culturally and linguistically appropriate services. At least once per year and upon request, Contractor shall provide County with a schedule of in-service training(s) and a list of participants at each such training. 2. Contractor shall use good faith efforts to translate health-related materials in a culturally and linguistically appropriate manner. At least once per year and upon request, Contractor shall provide to County copies of Contractor’s health-related materials in English and as translated. 3. Contractor shall use good faith efforts to hire clinical staff members who can communicate with clients in a culturally and linguistically appropriate manner. At least once per year and upon request, Contractor shall submit to County the cultural composition and linguistic fluencies of Contractor’s staff.

  • Culture History and past behavior;

  • Cultural and Ceremonial Leave 61.1 An employee is entitled to up to five days unpaid cultural leave for cultural and ceremonial obligations each 12 months for the purposes of undertaking their cultural or ceremonial obligations for the community or group to which the employee belongs. 61.2 The CEO may, on application grant leave subject to clauses 61.4 and 61.5. 61.3 The CEO will have regard for an employee’s cultural or ceremonial obligations, and may grant a further period of unpaid cultural and ceremonial leave.

  • Agricultural cooperation The aims of the cooperation on agriculture will be: (a) to promote sustainable rural development through the exchange of experience, generation of partnership and execution of projects in areas of mutual interest such as: agricultural innovation and technology transfer for the development of small farming, the conservation and management of the water resource for agricultural use, the application of good agricultural and agro industrial practices, including gender approach in development policies and strategies, among others; (b) to promote the exchange of relevant information for agricultural exports between the 2 markets; and (c) to develop a training program addressed to leader producers, technicians and professionals for the application of new technologies in order to increase and improve agriculture and animal husbandry productivity and competitiveness, in particular of value added products.

  • Outreach and Education The agencies agree to coordinate, conduct joint outreach presentations, and prepare and distribute publications, when appropriate, for the regulated community of common concern. • The agencies agree to work with each other to provide a side-by-side comparison of laws with overlapping provisions and jurisdiction. • The agencies agree to provide a hyperlink on each agency’s website linking users directly to the outreach materials in areas of mutual jurisdiction and concern. • The agencies agree to jointly disseminate outreach materials to the regulated community, when appropriate. • All materials bearing the DOL or DOL/WHD name, logo, or seal must be approved in advance by DOL. • All materials bearing the OEAS name, logo, or seal must be approved in advance by OEAS.

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