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To what extent does migration contribute to fulfilling individual aspirations and dreams? This paper tries to answer this question through the migration journey in the two selected novels, Khawla Hamdi's Expatriation of the Jasmin (2015) and Chimamanda Ngozi Adichie's Americanah (2013), where Jasmin and Ifemelu decide to leave their own countries (Tunisia and Nigeria) to achieve their goals of studying, doing their post graduate studies, and enjoying the western world qualities of freedom and justice in France and the USA. Postcolonial theory will be adopted to highlight the themes of diaspora and alienation that the two protagonists embrace so badly during their long stay away from home in addition to the cultural shock they are going to experience as for Jasmin who is going to be treated unfairly because of her veil and Ifemelu who is going to be called as a negro for the first time in her life. The paper answers the question of the two protagonists “Will they achieve their dreams of freedom, equality, and human treatment in the western world, or will they be chasing mirage? They realize that they are chasing mirage, and the ideal image of the western world is scattered, they conclude that they can achieve success anywhere without having to migrate, and the first step on the way to success starts from the inside.

The current study deals with one of the most important issues and challenges of globalization prevalent in most governmental and private organizations due to high-rise multiculturalism in institutions. The study is an attempt to identify challenges faced by the female expatriate faculty at Prince Sattam bin Abdulaziz University, Saudi Arabia, concerning the impact of academic, social, and cultural life and aspects on the productivity of the organization. The study is based on the stages included in the ”rites of passage” with its threefold model: separation, transition, and incorporation/re-aggregation. The study adopts a basic qualitative descriptive design as it examines the way expatriate academics share real-life experiences using their perspectives. Focus group interviews have been the main research instrument. Eighteen expatriate faculty members working in three colleges under Prince Sattam University, KSA, were the participants. The findings of the study revealed that despite facing many hardships during the periods of separation and transition, the expatriate female faculty members gradually adapted to the period of aggregation and continued to work at the same university, thus enhancing the productivity of the organization. Future studies that will evolve from this study have the potential for positive social change to improve the quality of work experiences for female expatriates that work in higher education.

The present study aimed to investigate the phenomenon of reverse culture shock experienced by Thai youths upon their return to Thailand. It adopted an interpretive paradigm utilising a qualitative research method. Semi-structured interviews were used to collect data from 25 Thai youths completing an exchange study abroad programme in a European country. When experiencing their own home culture again, all the returnees encountered the effects of reverse culture shock in terms of changes in their identities, behaviours, cognitions and emotions. These effects could be categorised into five main dimensions, namely: personal growth, cultural distance, social distance, moral distance, and emotional aspects. Although the negative effects of returning home were largely addressed by these students, positive consequences were also noted. The findings of this study have informed the development of a framework that serves as a guide for investigating the experience of reverse culture shock among overseas students. [ABSTRACT FROM AUTHOR]

The author explores the impact of the Indian Cultural Parent on education in India, particularly the possible impact on transactional analysis (TA) training through the experience of both trainers and trainees. The article touches on the author's personal exploration and considers relevant philosophical ideas and political systems and systemic processes. She aims to understand the educator's role through the experience in the Indian cultural context of having a rich heritage with ancestral influences that contribute to academic rigidity and a dogmatic approach. She asks from a systemic perspective what influences academic rigidity in the Indian TA community and what unconscious process has been part of the Indian psyche for the TA educator. Instances are given of issues that inhibit the educator's flexibility unconsciously and the learner's culture shock experiences that can result in chaos and confusion. The article concludes with a perspective on the learning space using Cupsa's stages of change, which learners and educators can contribute to in the process of becoming. [ABSTRACT FROM AUTHOR]

This article discusses the interest and motivation of nursing students in Indonesia, specifically in the Madura region, to pursue a career in Japan. Globalization and international mobility have influenced the interest of Madura residents in seeking job opportunities abroad, particularly in the Middle East. However, how do nursing graduates from Madura perceive Japan, a non-Muslim country, as a potential destination for employment. A survey and semistructured interviews were conducted with 155 nursing students from STIKES Ngudia Husada, including alumni who have recently become nurses and are members of PPNI Bangkalan in Madura. The findings showed that the interest in working in Japan is actually quite high (82.6%), with the main motivating factors being the desire for new experiences (80%) and attractive salaries (49%). Nursing skills required to work in Japan are not a problem because the skill demands for nurses in Indonesia are actually higher. However, language barrier (83.2%), cultural differences, and adaptation issues (both 40.6%) are the main obstacles faced by nursing graduates from Madura in pursuing a career as nurses in Japan. This article proves that although Japan is still considered unfamiliar to Indonesian Migrant Workers in the Madura region, it is considered an attractive destination for nursing students, especially those from STIKES NHM Bangkalan in Madura. However, the challenges of learning the Japanese language, which uses non-alphabetic characters such as Kana and Kanji, as well as the fear of cultural shock due to different work habits and culture, are the biggest obstacles they face. Therefore, Japanese language training, cultural introduction, and understanding of the work ethic of the Japanese society are crucial in enhancing the competitiveness of Indonesian nurses who aspire to pursue a career in Japan. [ABSTRACT FROM AUTHOR]

The article examines the ways intercultural aspects are dealt with in textbooks for learning business language (in the broad sense) in French, Spanish and Italian. The authors of the textbooks analyzed represent different approaches, both at the level of the declared learning objectives and at the level of the techniques applied. Among the textbooks analyzed there are also those oriented towards the development of intercultural skills. Their goal is not so much to prepare the learner to evolve in a given culture, but to make them aware of the differences between their own and the target culture(s)and to be able to mediate between the representatives of each of them. Although in a textbook for the teaching/learning of a foreign language for specialized purposes, intercultural training preparing for "culture shock" must necessarily be limited, the examples observed show that educators aware of the importance of this issue can offer interesting solutions and proposals. [ABSTRACT FROM AUTHOR]

This study examines the status and integration of Palestinians from East Jerusalem studying at the Hebrew University. The research question focuses on how these students feel within the university walls and how they perceive attitudes towards them by lecturers, administrative staff, and fellow students. The study is based on qualitative research methodology conducted through in-depth interviews. The findings reflect a dire reality in which Palestinian students experience feelings of isolation and even alienation. They experience their period of study as being difficult and unpleasant, one that they must simply endure if they wish to obtain their desired degree. The students' initial experience is one of a culture shock, entering into an unfamiliar space, and struggling with a foreign language. In addition to this initial shock, the dominant experience that they describe is one of exclusion and being ignored. This experience is particularly difficult during their first year of studies, with the language barrier being the most difficult obstacle. On the other hand, the participants also describe the campus as being a place of shelter, as opposed to the hostile and threatening outside world. While this may sound paradoxical, it reflects their complex reality. The students report that once they enter the campus, they feel protected, unlike other spaces in the public sphere where they are subject to harassment by the police and Jewish extremists. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Politikwissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to analyze the attitudes of entrepreneurs in Nuevo León regarding the social and labor integration of people who have arrived with the migrant caravans since 2016. Through qualitative research and semistructured interviews, this work found that the state of Nuevo León offers conditions for migrants to have a better quality of life. However, the culture shock and the limited interest of migrants in integrating into this society may hurt the perception of migrants by the Nuevo León society. In conclusion, there is a division in the attitudes of the region's citizens, generating a debate between integrating migrants productively or segregating them from society. [ABSTRACT FROM AUTHOR]

Copyright of Civil & Cultural Heritage Protection / Ochrona Ludności i Dziedzictwa Kulturowego is the property of Jagiellonian University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annals of Cultural Studies / Roczniki Kulturoznawcze is the property of John Paul II Catholic University of Lublin, Institute of Cultural Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We reflect on our experience during a ten-week fellowship at a university in the Global South. Colleagues who participate in such collaborations need to be culturally competent and adopt culturally relevant pedagogical practices as they engage their host institutions. Those returning from the diaspora can experience culture shock in the culture in which they grew up after being away. Collaborations and relationships take commitment and time to build, and this should start early. Culturally informed notions of care are important for both partners. Being well emotionally, socially, and physically enables one to research and teach effectively, as environmental and social factors will arise that can affect one's mental state. Autoethnographic methodology is a valuable way to begin to hear the perceptions and experiences of partners in the Global South. [ABSTRACT FROM AUTHOR]

Mahasiswa baru mengalami kecenderungan untuk mengalami culture shock. Proses adaptasi yang dijalani selama masa penyesuaikan diri di tempat yang baru, seperti asrama, dapat menambah atau bahkan mengurangi kejadian culture shock. Penelitian ini bertujuan untuk mendeskripsikan kejadian culture shock dan proses adaptasi mahasiswa/i tahun pertama di Asrama Putera dan Puteri sebuah Sekolah tinggi ilmu kesehatan di Kota Banjarmasin Kalimantan Selatan-Indonesia. Penelitian dengan jenis deskriptif kuantitatif dengan pengambilan data secara cross-sectional dilakukan terhadap mahasiswa/i yang tidak di asrama putera dan puteri. Sebanyak 42 responden menyetujui untuk ikut serta dalam penelitian ini. Hasil penelitian menunjukkan bahwa sebanyak 38 responden (90%) berada pada derajat culture shock yang rendah. Sedangkan tingkat adaptasi untuk tinggal di asrama tinggi pada 38 responden (90%). Kegiatan atau aktivitas yang dapat meningkatkan upaya bersosialisasi saat orientasi kehidupan asrama sangat disarankan dapat mempercepat proses adaptasi dan mengurangi efek culture shock pada mahasiswa/i tahun pertama yang tinggal di asrama.

Culture shock is one of the main problems for newcomer students. Some factors influencing culture shock include social support, emotional intelligence, and resilience. This study aimed to investigate the direct effect of social support and emotional intelligence on culture shock and indirectly through resilience. 85 newcomer students participated in the sudy filling the Culture Shock Questionnaire developed by Mumford in 1998, the Multidimensional Scale of Perceived Social Support developed by Zimmet et al in 1988, The Brief Resilience Scale by Smith in 2008, and Emotional Intelligence Questionnaire developed by Victor Dulewicz & Malcolm Higgs in 1999. The data were analyzed by using SmartPLS 3.0. The result of the study showed that social support and emotional intelligence influenced culture shock significantly. Also, the result showed that resilience had a mediation effect on those relationships. The institution or university needs to create a learning environment which facilitate diversity. Thus, guidance and counseling services should be utilized to avoid and overcome the culture shock problem.

Globalisation and international student and staff mobility are not new phenomena, and South African universities have been fairly successful in the recruitment of internationals – particularly from other African countries, yet the challenges associated with internationalising universities remain persistent. This study sought to examine the challenges faced by international students and staff at a rural university in South Africa. We relied on a qualitative research approach which enabled us to rely on semi-structured interviews with international students, staff, and managers from the university’s International Office. The findings revealed that while some of the opportunities for studying and working abroad are to widen one's horizons and experience new cultures, international students and staff often experience difficulties such as language barriers, culture shocks, mental health issues, and financial pressures when adapting to their new context. We recommended that there be behavioural interventions, cultural interventions, and also financial support for student and staff expatriates. [ABSTRACT FROM AUTHOR]

Those who serve in military organizations typically develop a strong sense of identification with the defense force and those with whom they serve. However, when these individuals leave military service, they can experience a sense of displacement or culture shock, making transition into a civilian career a difficult prospect. This paper sought to explore veterans' experiences during the transition into civilian work and, in particular, the impact of this transition on their identity as they are socialized in a civilian organization. The stories of 31 Australian Defence Force veterans were gathered via semi‐structured interviews to provide insight into the experiences during transition and the changing nature of their identity as they began working outside a military environment. The findings identify three stages of identity adjustment through which veterans pass during their transition: realizing, relinquishing, and reconceptualizing. While some encountered more struggles than others depending on their individual circumstances, the findings provide unique insights for HRD theory and practice to enhance the transition of serving military to a civilian workforce. [ABSTRACT FROM AUTHOR]

Currently, heritage practice brings a nation-centric lens to the heritage of migration, privileging narratives of arrival and settlement over narratives of return, circulatory transnational flows, and cross-border connectivity. Drawing on the case of Chinese migration to Australia in the period from the 1840s to the 1940s, the 'heritage corridor' concept is proposed here as an aid in conceptualising a heritage that escapes the nation-state frame of reference. The aspirational modernity of Chinese migrants in this period led them to construct new houses, schools, and infrastructure in their home villages in China using money earned in Australia, even though in Australia at this time Chinese migrants were characterised as premodern misfits by a white majority that saw itself as modern and progressive. In relegating Chinese migrants to the past, white Australia conferred on them a state of non-belonging that I argue is perpetuated in the country's heritage system by a form of structural racism which, embedded in site listing processes, minimises the visibility of Chinese Australians in the heritage record. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of France's Mediterranean entanglement with Algeria on shaping modern France. Topics include the role of southern regions like Marseille, the Midi, and Corsica in the colonization and decolonization of Algeria, the political and cultural conflicts during Algeria's decolonization, and the fluidity of borders and mobility between imperial centers and peripheries in the modern Mediterranean.

If an individual who lives abroad feels satisfied, they are able to develop their ability to function in the new culture. The satisfaction with life abroad depends on cultural intelligence (CQ): people with higher CQ easily adapt to a new culture. Our article seeks to understand the relationship between CQ and satisfaction with life abroad using two new variables—culture shock and cultural identity. The direct and indirect relationships between all variables have been investigated using a sample of 194 predominantly international students studying at Czech universities and the PLS SEM statistical technique. The results have shown that CQ is a positive predictor of dependent variable satisfaction with life abroad. When two mediators—cultural identity and culture shock—were added, we found out that the CQ is a positive predictor of the former and a negative predictor of the latter. The analysis of multiple mediations has further confirmed the indirect influence of culture shock (but not cultural identity) on the direct relationship between cultural intelligence and satisfaction with life. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the challenges of students from non-religious backgrounds when facing culture shock and highlight the management of self-taught learning carried out by students of one of the Islamic tertiary institutions in Bandung. This article used qualitative research method, a case study. Primary data source came from interviews with eight participants. The data analysis technique used was data condensation, data presentation, and drawing conclusions. The results showed that students with non-religious backgrounds who majored in religion at Islamic tertiary institutions experienced culture shock when participating in learning. The culture shock was in the form of being left behind in understanding the core theories of the department, due to their educational background coming from a public school. It required the students to start from zero compared to students with religious education backgrounds (Madrasah Aliyah and pesantren) who could directly participate in learning and deepen the knowledge. Based on the results of interviews with the respondents, the most common self-taught learning they did were study in their free time, study hard and study outside class hours, by reading books from various literacy.

Many Black male student-athletes suffer from identity foreclosure at rates higher than their white peers as they fail to develop salient aspects of their identity outside of the athlete role (Murphy, Petitpas, & Brewer, 1996; Beamon, 2012). Education abroad offers the opportunity to take advantage of a holistic collegiate experience, which impedes the detrimental effects of the athletic identity foreclosure process. International educational opportunities can positively influence Black male studentathletes' personal, academic, and professional development as they come to see the world beyond the gym and campus. This article examines the significance and value of creating education abroad opportunities for Black male student-athletes as a means of providing meaningful educational opportunities in the realm of higher education. [ABSTRACT FROM AUTHOR]

This paper explores research into how to get foreign students studying overseas engaged with their work and how to deal with psychological difficulties in their new environment which can affect the quality of their studies. The paper is based on a presentation to HEURO (The Association of Higher Education European Officers) at a conference on the topic of Re-imagining Mobility for the Post-Pandemic World. The paper discusses how our understanding of international cultures needs to change, the difficulties faced by foreign students settling into another country, the impact of culture shock and how to deal with it and how to manage when faced with reverse culture shock when returning to your own country.

Students who continue their education abroad will be vulnerable to stress and other adaptation problems. Success in overcoming new pressures and situations, one of which is determined by the personality characteristics of each person. This research aims to determine the role of culture shock as a mediator of the relationship between the personality of the achiever and the challenger to the sojourner adjustment. Causality quantitative research design is used to answer this goal by involving research respondents, namely Pattani students who are Muslim and are studying in the city of Bandung. Saturated sampling technique was used to obtain the characteristics of the sample in the research so that as many as 225 respondents were involved in filling out the research questionnaire. The data collection method uses a Likert scale with data analysis using the SEM (Structural Equation Model) approach. Structural analysis shows that cultural shock plays an effective and significant role as a mediator variable in the relationship between the personality of the achiever and challenger to the sojourner adjustment.

Adapting to university life in Saudi Arabia can be difficult for international students. This qualitative research, based on the social adaption framework, explore in detail the problems that international students experience during their enrolment at Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), which is located in Riyadh, Saudi Arabia. Utilizing purposeful sampling, 20 students participated in the semi-structured interviews. The interviews contained 16 questions to elicit the students’ perceptions about the challenges they encountered faced during their residence in Saudi Arabia. Findings revealed that international students experienced language barriers, had to deal with issues regarding culture shock, and had episodes of depression, nostalgia, stress, loneliness, and homesickness. However, these international students retained positive attitudes about their social adaptation and were satisfied with the resources and facilities provided at IMSIU. It was strongly suggested that student affairs officers, academic professionals, and social work practitioners, who interact with overseas students, should strive to help international students overcome possible language, communication, lifestyle, and institutional barriers. The implication is that international students should utilize various counseling and professional guidance resources to assist them adapt to the new lifestyle in the host country. This study could be replicated using a mixed-methods approach for future investigators.

This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and conceptualization of ICC. Data was collected before, during, and after the experience via focus groups, individual interviews, journal entries, and program evaluations. Data was analyzed using a priori codes compiled from Bennett’s (2008) characteristics of affective, cognitive, and behavioral competencies of ICC. Findings from this study indicated that a short-term student teaching abroad program has the potential to influence teacher candidates understanding and conceptualization of the complexity of ICC if the program includes an opportunity and space to foster and support critical reflection. Additionally, this study provides one example of how study abroad programs can shift away from quantitative surveys to assess impact and, instead, focus on learner centered evidence collected in real time (Deardorff, 2015).

The majority of food- and culture-related studies of international students have focused on their consumption of specific ingredients or types of foods, or their attitude toward a local culture's traditional cuisine. However, the cultural perspective remains under-researched, particularly regarding the cultural factors that influence this adjustment. By mitigating the experienced culture shock, these factors may lead to a higher level of adjustment to the local cuisine and, subsequently, to the local culture. Twenty semi-structured in-depth interviews were conducted with international students and analyzed using inductive thematic content analysis. Food specific aspects (fresh ingredients, processed foods, eating out) and socio-economic factors (available budget and prior intercultural experience) were included to the analysis. The novelty and contribution of this study is in separating the factors influencing the adjustment to local food and culture into two main categories. The passive factors, which were difficult or impossible to change during the study program, entailed four main themes that may support adjustment: socioeconomic background, food-related convictions, encountered positive word-of-mouth, and the contribution of the institution. The active factors, which could be controlled, also comprised four main themes: connection to the local culture (before moving abroad), immersion in the culture through food, experimenting with traditional food, and personal development. [ABSTRACT FROM AUTHOR]

This study aims to examine the culture shock of teachers who have just started teaching in rural areas and their solutions for their adaptation to the new cultural environment. Case study, one of the qualitative methods, was used as part of this research. The participants are 17 classroom teachers who recently started teaching in the villages in the Eastern and Southeastern Anatolia Regions of Türkiye in the 2021-2022 academic year. Criterion sampling was used in the selection of the participants. A semistructured interview form prepared by the researcher was used as the data collection tool. The stages of thematic analysis were used in the research. The themes obtained as a result of the analysis of the data collected during the interviews with newly appointed teachers were grouped under four headings: Initial Culture Shock, Factors that Facilitate Cultural Adaptation, Factors that Make Cultural Adaptation Difficult, and Support to Novice/Prospective Teachers. According to the data collected from the teachers participating in the study, it is the language differences that cause culture shock the most. While the climate of the region they live in, lifestyles, differences in the communication channels used, and economic problems make cultural adaptation difficult, colleague support, acceptance, learning cultural elements, family support and certain personal characteristics facilitate the cultural adaptation process. In addition, teachers think that supporting new pre-professional teachers by communicating with experienced teachers, giving courses on cultural diversity in undergraduate education and holding orientation meetings will accelerate cultural adaptation. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the re-emerged culture shock and psychological adjustment of Chinese students during the COVID-19 pandemic in the United States. The investigation shows that Chinese overseas students, who had acculturated to the American culture, have just experienced a more severe cultural shock than ever before. Reasons for this are various, in which the hatred and anti-Chinese sentiment and the misleading information contribute a lot. What is encouraging is that some students' culture shock has been alleviated slightly with the coming end of the pandemic. This study attempts to offer a perspective to critically reflect on the changes of the students' cultural adaptation resulting from the pandemic, as well as to reflect on how we can rethink, and accordingly, take measures to restore these students' confidence and help them have better contact with people from other cultures in this fast-changing complex world. [ABSTRACT FROM AUTHOR]

The current study deals with one of the most important issues and challenges of globalization prevalent in most governmental and private organizations due to high-rise multiculturalism in institutions. The study is an attempt to identify challenges faced by the female expatriate faculty at Prince Sattam bin Abdulaziz University, Saudi Arabia, concerning the impact of academic, social, and cultural life and aspects on the productivity of the organization. The study is based on the stages included in the "rites of passage" with its threefold model: separation, transition, and incorporation/re-aggregation. The study adopts a basic qualitative descriptive design as it examines the way expatriate academics share real-life experiences using their perspectives. Focus group interviews have been the main research instrument. Eighteen expatriate faculty members working in three colleges under Prince Sattam University, KSA, were the participants. The findings of the study revealed that despite facing many hardships during the periods of separation and transition, the expatriate female faculty members gradually adapted to the period of aggregation and continued to work at the same university, thus enhancing the productivity of the organization. Future studies that will evolve from this study have the potential for positive social change to improve the quality of work experiences for female expatriates that work in higher education. [ABSTRACT FROM AUTHOR]

This paper explores the multi-dimensional Asian American identity of immigrant Indians from their interview responses. Pan-ethnic identity of Indians in the US as Asian Americans, the Mar Thoma Church community for religious identity, and the second-generation Patel family’s union formation in terms of gender identity will be analyzed to find out the reasons behind their choice of a particular identity. Historical frameworks like Asian American movement and theoretical frameworks like identity formation theories will be used to interpret the reasons behind the choice of the identity of Indian Americans. For analyzing interview data, methodological frameworks, including thematic and statistical analysis, will be used. Results show the reasons behind their choice of different identities, including professional advantage and their future directives as part of hypotheses of Indian Americans as they merge with the American identity as part of cultural assimilation, in other cases, retain their Asian-ness beyond Americanized identity and sometimes go beyond both American, Asian identity to restate their Indian ethnicity. To conclude, the identity of Indian Americans remains evenly poised and keeps on changing due to the requirements of the ever-evolving world. [ABSTRACT FROM AUTHOR]

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The experience of culture shock could be very traumatic. Being confronted with a foreign environment that requires us to relearn our most basic habits, to find new landmarks and to rebuild our social network may be too much to handle, especially if it must be done in a relatively short period of time. This is so because our adaptation to a new milieu is possible only if we have undergone some sort of mental transformation. The experience of such a transformation, the conditions leading to its occurrence, its structure and dynamic are important topics of many religious and spiritual discourses. The purpose of this article is therefore to explore what those discourses can tell us about the experience of culture shock as well as what they could suggest as means and strategies to overcome and embrace it. [ABSTRACT FROM AUTHOR]

Partial nitritation-anammox (PN/A) process will substantially reduce the costs for the removal of nitrogen in the mainstream of municipal sewage. However, one of the mainstream PN/A challenges is to reduce the time necessary for the adaptation of anammox bacteria to lower temperatures in mild climates. In this study, we exposed anammox flocculent culture to cold shocks [35°C → 5°C (8 h) → 15°C] and evaluated long-term cold shock response. Over a post-shock period of 40 d at 15°C, the nitrogen removal rates in the shocked culture were significantly higher compared to control, with maximum rates up to 0.082 and 0.033 kg-N/kg-VSS/d or 0.164 and 0.076 kg-N/m3/d, for shocked culture and control, respectively. In the corresponding semi-batch cycles, the shocked culture was on average 136 ± 101% more active than the control, due to the negative effect of cold shock on side populations and more active anammox cells. Per FISH, Ca. Brocadia anammoxidans and Ca. Scalindua survived the shock and remained present throughout. Thus, both anammox microorganisms seem to respond favourably to cold shocks. In sum, we provide further evidence that cold shocks accelerate the adaptation of anammox to the mainstream of municipal WWTPs. Further, for the first time, we report the long-term adaptive response of anammox to cold shocks. [ABSTRACT FROM AUTHOR]

The socialisation of (foreign) students is an important component of the social work of a higher education institution. The postmodern world requires the individual to be competitive in academia as well as socially and economically, which requires appropriate training. Such training can be achieved through linguistic and counselling activities that will enable the individual to perform effective interactions in academic and social spaces. To conduct a comprehensive study, we used a set of methods, including analysis (helping to divide the processes of socialisation and media education into areas and components), synthesis (allowing to combine the elements under consideration into a single system), axiomatic method (aimed at designating certain parameters of the study), deduction (conducting research from a general system to specific elements), induction (studying the element application algorithm to form a single system), abstraction (specifying the directions and components of the study in accordance with a given goal), comparison (facilitating the consideration of the components of media education in the context of general socialisation and linguistic training). Thus, the purpose of this article is to analyse the use of the audio component of media education in the socialisation of the student as an individual in the postmodern world. We have come to the conclusion that the audio component of media education is used by higher education institutions as an auxiliary tool for linguistic training (building skills for the use of rhythm, intonation, grammar features during interpersonal interactions as part of individual activities or work in specialised language laboratories; using audio lectures, which is relevant for foreign students who find it difficult to perceive colloquial academic speech) and counselling (counselling activities in specialised psychological recovery laboratories; the use of musical tracks to restore emotional and behavioural balance) of the individual. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the case of culture shock and adaptation among Chinese students in Barcelona. This is an empirical study conducted from a multicultural context with a research approach both qualitative and quantitative by randomly selecting a sample of 109 study participants, all Chinese students at the University of Barcelona. Information was collected through social software (WeChat/WhatsApp, Facebook, Instagram), email and/or face to face to identify forms of cultural shock and to list and evaluate possible intercultural adaptation strategies and the most appropriate ones. This article utilises a part of the target sample and refers only to short period of time. The results open up a number of reflections with positive implications for international students who find it difficult to adapt to different cultures from the moment they arrive in Spain. The results also suggest new ideas with respect to student’s form of participation and collaboration.

The demand for teachers overseas far outweighs the supply. International teachers become sojourners, or “between-society culture travelers” (Ward, et al., 2005, p. 6), but how do they manage to thrive once in their host country? Culture shock presents ubiquitous challenges for teachers. Policyscapes, metaphorical pools of diverse policies converging and sometimes clashing, are sure to add more challenges. This study explored factors affecting teacher thriving overseas. To date, research on expatriate teachers is scarce. Psychological acculturation theories have not covered teachers, which is significant because teachers guide students who are also acculturating. I developed a preliminary educator acculturation framework to inform my three-phase narrative qualitative study on educator acculturation, which explored the experiences of K-12 teachers and school leaders whose educator certification was completed at Anglo-Western institutions of higher education, and who were employed at international schools in Southeast and East Asia, and later sojourning school leaders. This article provides analyses of data from the study’s first phase. Findings include evidence of acculturative stress, as well as personal and professional growth from sojourning. Propositions from the study include beginning a scholarly dialogue about educator acculturation, developing an educator acculturation framework, and translating acculturation understandings to praxes by means of reflection and professional development.

The exponential growth in international student mobility since the 1990s brings issues of travel health preparedness in overseas students and the impact of studying in a foreign country on their health to the fore. The direction of travel for much 'education first' educational tourism is from less- to more-economically developed countries, yet the existing literature tends to focus on the health-related expectations, precautions and behaviours of students travelling in the other direction. We explore the health implications of the international sojourn for students in UK higher education from various developing countries, and attendant risks such as the translocation of disease (a concern elevated by the COVID-19 pandemic). Drawing on, fusing and extending ideas from research on education and health mobilities, we examine students' experiences beyond the much-discussed first few weeks after arrival which is typically understood in terms of culture shock. Using narrative research and interviews with a purposive sample of students from ten countries/territories to establish their travel health preparations and perceptions, we reveal that they made extensive use of non-medical sources of advice including family and friends, the internet and study abroad agents. When they did become ill it was an isolating, distressing and frustrating experience due to delays in obtaining a doctor's appointment and the lack of social support away from home. Of some concern, these students perceived a low risk to traveling to and studying in the UK, and had given little thought to the possibility of inadvertently transmitting disease across borders. These findings will inform our understanding of international students' health, and have the potential to shape related policy and practice in origin and destination countries alike. [ABSTRACT FROM AUTHOR]

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Background: The nursing profession has experienced a growing influx of international nursing students pursuing nursing degrees in the current era. Predicting and controlling culture shock among this special group is a critical issue as it shapes their academic engagement. Building resilience capabilities among this set of students is a pivotal necessity to buffer the effect of culture shock on their academic engagement., Objective: To explore the relationship between culture shock and academic engagement among international nursing students, and investigate the moderating effect of resilience on this relationship., Design: Cross-sectional correlational study., Setting: Three faculties of nursing at Egypt., Participants: A total of 252 international nursing students were assessed for eligibility. Twelve students were excluded, and out of the 240 respondents to the survey, 233 responses were valid and were ultimately analyzed., Methods: A hand-delivered anonymous questionnaire in Arabic and English that consisted of four parts was used to collect the data. It included students' characteristics and relevant data, the culture shock questionnaire, the academic resilience scale, and the university student engagement inventory. The data collection spans from the beginning of November 2023 to the end of December 2023. Descriptive statistics, correlation analysis, and linear regression were employed via SPSS and Process Macro to test the hypothetical relationships among the study variables., Results: There was a significant negative correlation between culture shock and the academic engagement of international nursing students. Culture shock and resilience are powerful predictors of their academic engagement. The moderating effect of resilience on the relationship between culture shock and the academic engagement of international nursing students was statistically significant, making it less negative., Conclusion: Culture shock is an inevitable phenomenon among international nursing students and has a negative effect on their academic engagement and performance. This negative effect could be buffered by maximizing the resilience capabilities of this set of students., Competing Interests: Declaration of competing interest There are no conflicts of interest to disclose., (Copyright © 2024 Elsevier Ltd. All rights reserved.)