Immigration and Acculturation
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Culture and Materialism : Raymond Williams and the Marxist Debate
CULTURE AND MATERIALISM: RAYMOND WILLIAMS AND THE MARXIST DEBATE by David C. Robinson B.A. (Honours1, Queen's University, 1988 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (COMMUNICATIONS) in the ,Department of Communication @ David C. Robinson 1991 SIMON FRASER UNIVERSITY July, 1991 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL NAME: David Robinson DEGREE: Master of Arts (Communication) TITLE OF THESIS: Culture and Materialism: Raymond Williams and the Marxist Debate EXAMINING COMMITTEE: CHAIR: Dr. Linda Harasim Dr. Richard S. Gruneau Professor Senior Supervisor Dr. Alison C. M. Beale Assistant Professor Supervisor " - Dr. Jerald Zaslove Associate Professor Department of English Examiner DATE APPROVED: PARTIAL COPYRIGHT LICENCE I hereby grant to Simon Fraser University the right to lend my thesis or dissertation (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this thesis for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Title of Thesis/Dissertation: Culture and Materialism: Raymond Williams and the Marxist Debate Author : signature David C. -
The Joint Commission: Cultural Diversity
The Joint Commission: Cultural Diversity Cultural Diversity Lesson Information Purpose To provide healthcare workers with information to increase their knowledge and to help them meet the requirements of The Joint Commission, Occupational Safety & Health Administration, and other regulatory bodies, with the goal of providing safe, competent, and quality patient care. Abstract America is a nation of immigrants. Most Americans' ancestors came from other countries with different languages, customs, and systems of belief. Showing respect for your patients' cultural, spiritual, and psychosocial values demonstrates cultural competency.1 Cultural competency enables healthcare workers to understand their patient's expectations about the care, treatment, and services they receive. This lesson briefly describes the cultural differences that you may encounter when providing care to patients. Objectives Upon completion of this lesson, you will be able to: 1. Define the terms related to culture. 2. Recognize cultural differences among Americans. 3. List interventions that healthcare workers can use to meet the needs of culturally diverse patients. Consultants Contributors Dana Armstrong, RN, MSN Senior Clinical Systems Analyst Mississippi Baptist Health Systems Jackson, Mississippi Reviewers Jodi Nili, RN Quality Management Coordinator Community Regional Medical Center Fresno, California Stephanie Wiedenhoeft, RN, CPHRM, CPHQ Risk Manager Community Medical Centers Fresno, California Copyright © 2016 Elsevier, Inc. All rights reserved. All rights reserved. Except as specifically permitted herein, no part of this product may be reproduced or transmitted in any form or by any means, electronic or mechanical, including input into or storage in any information system, without permission in writing from the publisher. The Forms and Figures may be displayed and may be reproduced in print form for instructional purposes only, provided a proper copyright notice appears on the last page of each print-out. -
Sample IDI Intercultural Development Plan (IDP)
Intercultural Development Inventory® Intercultural Development Plan Prepared for: Carl M , Example Group Prepared by: IDI Qualified Administrator, IDI, LLC The Intercultural Development Inventory® (IDI®) is protected by copyright and is the proprietary IDI, LLC property of Mitchell R. Hammer, Ph.D., and IDI LLC. Intercultural Development Inventory and IDI are registered trademarks of Mitchell R. Hammer, Ph.D., and IDI, LLC. You may not use, copy, http://idiinventory.com/ display, distribute, modify, or reproduce any of the trademarks found in this Report except as [email protected] expressly authorized by IDI, LLC. Carl M , Example Group Page | 2 Your Intercultural Development Plan (IDP) Completing the Intercultural Development Inventory® (IDI®) and reviewing your own IDI Individual Profile Report provides key insights into how you make sense of cultural differences and commonalities. The next step is to systematically increase your intercultural competence—from where you are to where want to be—by designing and implementing your own Intercultural Development Plan® (IDP®). This IDP is specifically customized to your own IDI profile results and is an effective way for you to increase your skills in navigating cultural differences. After completing your IDP, you may consider taking the IDI again to determine your progress in increasing your intercultural competence. Should you select this option, a second customized IDP would then be produced based on your most recent IDI profile results, thus providing further intercultural development. By completing your Individual Development Plan, you can: • Gain insights concerning intercultural challenges you are facing and identify intercultural competence development goals that are important for you, • Gain increased understanding of how your Developmental Orientation impacts how you perceive and respond to cultural differences and commonalities, and • Identify and engage in targeted, developmental efforts that increase your intercultural competence in bridging across diverse communities. -
Teaching Expatriate Adaptation While Dealing with Reality: the Impact of a Tragedy on the Study-Abroad Experience
342 Journal of International Students Peer Reviewed Article ISSN: 2162-3104 Print/ ISSN: 2166-3750 Online Volume 4, Issue 4 (2014), pp. 342-350 ©Journal of International Students http://jistudents.org/ Teaching Expatriate Adaptation While Dealing With Reality: The Impact of a Tragedy on the Study-Abroad Experience Kenneth J. Levine, PhD University of Tennessee at Knoxville (USA) Sally L. Levine, MArch Case Western Reserve University (USA) Abstract This paper explores the relevance of the accepted U-shaped models of expatriate adaptation to students engaged in an international educational experience when they are faced with a tragedy. In this study-abroad course, an examination of the existing adaptation models and how they provide a set of expectations for the process of cultural adjustment is presented as course material. During a particular four-week summer program, one of the nineteen students who went abroad died in an accident at the end of the first week. It became clear after the tragedy that the models studied failed to explain the impact of a personal tragedy of this magnitude on the students’ adjustment process. This unfortunate event provided an opportunity to conduct a quasi-experiment to consider the impact of personal tragedy for students to question a body of research through their own personal experience and for scholars to re-examine and update the existing models to incorporate these findings. Keywords: International education; expatriate adaptation; tragedy; U-shaped models _____________________________________________________________________________ According to the 2012 Open Doors survey, 273,996 U.S. students received academic credit for study abroad in 2010/11, a 1.3% increase over the previous year. -
Culture Shock-One of Common Problems in Intercultural Communication
ISSN 1712-8358[Print] Cross-Cultural Communication ISSN 1923-6700[Online] Vol. 11, No. 8, 2015, pp. 72-75 www.cscanada.net DOI:10.3968/7399 www.cscanada.org Culture Shock-One of Common Problems in Intercultural Communication WANG Mingli[a]* [a]Associate Professor, English Department, North-East Petroleum body language such as messages on hand, face and body University, Daqing, China. movements etc.. All these can create confusion and *Corresponding author. emotional stress, dealing with the differences can be very Received 10 May 2015; accepted 12 July 2015 unsettling from which you may suffer from a feeling of Published online 26 August 2015 anxiety, everyone experiences the symptoms of culture shock somewhat differently, but there are real physical Abstract and psychological impacts to those people who just arrive Communicating successfully with people from different in a new culture. cultures can be a real challenge. Cultural differences may lead to tensions, arguments, and even wars between peoples and nations. This paper deals with one of the most 1. WHAT IS CULTURE SHOCK common problems in intercultural communication- As culture is the guidelines for our behaviors, we depend cultural shock, it introduces its concepts and basic traits, on our cultures. It gives us stability and security because causes and symptoms, stages of adjustment and strategies we know how to understand and respond to what is of overcoming culture shock with the aim of improving happening. However, if we move to another culture or intercultural communication competence for smoothing encounter people from an alien culture, our views may intercultural communication. clash with the different beliefs, norms, values and Key words: Cultural shock; Intercultural traditions that exist in those countries. -
How Does Our Culture Make Us Similar and Different?
NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 3rd Grade Cultural Diversity Inquiry How Does Our Culture Make Us Similar and Different? © iStock / © yellowcrestmedia. Supporting Questions 1. What is culture? 2. How does history impact cultures around the world today? 3. How are the lives of children similar and different in global communities? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 3rd Grade Cultural Diversity Inquiry How Does Our Culture Make Us Similar and Different? New York State Social 3.5: Communities share cultural similarities and differences across the world. Studies Framework Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Key Idea & Practices Comparison and Contextualization Geographic Reasoning Civic Participation Staging the Question Discuss the concept of “culture,” by brainstorming responses to the question, “what does culture look like?” Supporting Question 1 Supporting Question 2 Supporting Question 3 Research Understand Understand Assess What is culture? How does history impact cultures How are the lives of children similar around the world today? and different in global communities? Formative Formative Formative Performance Task Performance Task Performance Task List key details from text and Identify examples of historical Write a paragraph that compares and illustrations to answer the supporting influences on present-day cultures contrasts aspects of daily life for kids in question. around the world on a three-column several world communities. chart. Featured Source Featured Sources Featured Source Source A: “Discovering Culture” Source A: “Brazil Today—Carnaval! The Source A: Day in the Life Celebration of Brazil” Source B: Excerpts from Exploring Countries: France Source C: “The Ancient Art of Rangoli” Summative ARGUMENT How does our culture make us similar and different? Construct an argument supported with Performance evidence that addresses the compelling question. -
MODULE 1. Unit 2. INTERCULTURAL COMPETENCE and SENSITIVITY to DIVERSITY Additional Information
Training packages for health professionals to improve access and quality of health services for migrants and ethnic minorities, including the Roma MEM‐TP MODULE 1. Unit 2. INTERCULTURAL COMPETENCE AND SENSITIVITY TO DIVERSITY Additional Information Prepared by: Ainhoa Rodriguez and Olga Leralta Andalusian School of Public Health © European Union, 2015 For any reproduction of textual and multimedia information which are not under the © of the European Union, permission must be sought directly from the copyright holders. © Cover Illustrations: Observatorio de la Infancia de Andalucía, Escuela Andaluza de Salud Pública. Junta de Andalucía. Migrants & Ethnic Minorities Training Packages Funded by the European Union in the framework of the EU Health Programme (2008‐2013) in the frame of a service contract with the Consumer, Health, Agriculture and Food Executive Agency (Chafea) acting under the mandate from the European Commission. The content of this report represents the views of the Andalusian School of Public Health (EASP) and is its sole responsibility; it can in no way be taken to reflect the views of the European Commission and/or Chafea or any other body in the European Union. The European Commission and/or Chafea do not guarantee the accuracy of the data included in this report, nor do they accept responsibility for any use made by third parties thereof. 1 September, 2015 MEM‐TP Module 1, Unit 2: Additional Information 1. Multiculturalism, Interculturalism, Intercultural Dialogue, Cultural Competence, Intercultural Competence, Difference Sensitivity and Diversity Sensitivity: Concepts A broad theoretical discussion1,2,3,4,5 related to “multiculturalism” and “interculturalism” is ongoing. Some authors6,7 conceive both concepts as differentiated. -
The Social and Cultural Contingencies to Class Marginality1
Sociological Forum, Vol. 29, No. 2, June 2014 DOI: 10.1111/socf.12092 © 2014 Eastern Sociological Society Culture Shock Revisited: The Social and Cultural Contingencies to Class Marginality1 Anthony Abraham Jack2 Existing explanations of class marginality predict similar social experiences for all lower-income undergrad- uates. This article extends this literature by presenting data highlighting the cultural and social contingencies that account for differences in experiences of class marginality. The degree of cultural and social dissimilar- ity between one’s life before and during college helps explain variation in experiences. I contrast the experi- ences of two groups of lower-income, black undergraduates—the Doubly Disadvantaged and Privileged Poor. Although from comparable disadvantaged households and neighborhoods, they travel along divergent paths to college. Unlike the Doubly Disadvantaged, whose precollege experiences are localized, the Privi- leged Poor cross social boundaries for school. In college, the Doubly Disadvantaged report negative interac- tions with peers and professors and adopt isolationist strategies, while the Privileged Poor generally report positive interactions and adopt integrationist strategies. In addition to extending present conceptualizations of class marginality, this study advances our understanding of how and when class and culture matter in stratification processes in college. KEY WORDS: cultural capital; education; marginality; race; sense of belonging; social class. INTRODUCTION Discussing how well she fits in at her elite college, Sarah extols her sense of belonging: “I am infected by privilege.... I fit in based on my qualifications.”3 In con- trast, Nicole paints a portrait of deep isolation: “Can’t relate. No identification with these people.” Elite undergraduate institutions have recently implemented measures to become more economically diverse by recruiting students from disadvantaged back- grounds (Rimer 2007), making socioeconomic diversity a priority for admissions (Karabel 2005; Marx 2004; Stevens 2007; Summers 2004). -
Culture and 2 Social Structures
Unit Culture and 2 Social Structures 68 Chapter 3 Culture Chapter 4 Socialization Chapter 5 Social Structure and Society Chapter 6 Groups and Formal Organizations Chapter 7 Deviance and Social Control 69 Chapter 3 Culture Sections 1. The Basis of Culture 2. Language and Culture 3. Norms and Values 4. Beliefs and Material Culture 5. Cultural Diversity and Similarity Learning Objectives After reading this chapter, you will be able to • explain how culture and heredity affect social behavior. • describe how language and culture are related. • name the essential components of culture. • discuss how cultural diversity is promoted within a society. • understand the role of ethnocentrism in society. • identify similarities in cultures around the world. 70 Applying Sociology The crowing rooster wakes Jabu very early. Already her mother has carried a bucket of water from the village tap and put it on the fire to heat. Bread is laid out on a newspaper on the ground, ready to be cut and spread with jam. Meanwhile, Jabu wraps her baby brother in a blanket and ties him on her back, soothing him with a melody as she begins her chores. The goats must be milked and the cattle need to be watered. After her chores, Jabu dresses for the two-mile walk to school. On the way, she stops to greet a village elder who asks about her father who works in the distant diamond mines. By the time she arrives at school, Jabu sees that school assem- bly has already begun. The headmistress decides to set an example of Jabu and calls her up front to slap her hand with a ruler. -
Cultural Diversity and Information and Communication Impacts on Language Learning
www.ccsenet.org/ies International Education Studies Vol. 4, No. 2; May 2011 Cultural diversity and information and communication impacts on Language Learning Wang Wen-Cheng Department of Business Management, Hwa Hsia Institute of Technology, Taiwan 111 Gong Jhuan Rd., Chung Ho, Taipei, Taiwan, R.O.C Tel: 886-289-415-156 E-mail: [email protected] Lin Chien-Hung Department of Business Management, Hwa Hsia Institute of Technology, Taiwan 111 Gong Jhuan Rd., Chung Ho, Taipei, Taiwan, R.O.C Tel: 886-289-415-022 E-mail: [email protected] Chu Ying-Chien Department of Tourism and Leisure National Penghu University, Taiwan 300 Liu-Ho Rd., Makung city, Penghu, Taiwan, R.O.C Tel: 886-926-4115 E-mail: [email protected] Received: September 10, 2010 Accepted: September 28, 2010 doi:10.5539/ies.v4n2p111 Abstract Cultural diversity doesn’t just entail differences in dress and language. It also encompasses different ways of thinking, managing, and communicating. The relationship between communication and culture is a very complex and intimate one. Cultures are created through communication; that is, communication is the means of human interaction through which cultural characteristics are created and shared. People use language for purposeful communication and learning a new language involves learning how to use words, rules and knowledge about language and its use in order to communicate with speakers of the language. In this paper, the first section attempts to illustrate communications and culture transformation; the second section focuses on the ways in which people’s world-views affect languages’ learning, understanding, and interaction; the third section discusses the diverse cultural stratifications between eastern and western cultures’ values. -
The Due Diligence Principle and the Role of the State: Discrimination Against Women in Family and Cultural Life
DUE DILIGENCE PROJECT’S THE DUE DILIGENCE PRINCIPLE AND THE ROLE OF THE STATE: DISCRIMINATION AGAINST WOMEN IN FAMILY AND CULTURAL LIFE Zarizana Abdul Aziz and Janine Moussa, Co-Directors, Due Diligence Project Submission to the United Nations Working Group on Discrimination Against Women in Law and in Practice January 2015 Table of Contents Heading Page I. Introduction 1 a. Situational context 1 b. Purpose of Submission 3 c. Concepts and terminology 3 II. Contributions to discourse 4 1. Due Diligence Framework and the Role of the State 4 2. Culture 5 a. Basic premise 5 b. Factors that influence culture 8 c. Sites and actors 11 3. Family 16 a. Various Forms of Family 16 b. Rights and violations experienced within the family 19 c. Plural legal systems 22 III. Recommendations and State Obligation 23 a. On Culture 25 b. On Family 27 c. On Plural Legal Systems 28 i I. Introduction The Due Diligence Project1 (DDP) welcomes the UN Working Group thematic focus on Discrimination against the Women in Family and Cultural Life. The purpose of this contribution is to highlight new and innovative thinking beyond the current language and discourse in understanding and conceptualizing discrimination against women in family and cultural life, to critically examine crucial basic concepts which adds to this understanding and to look at discrimination against women in family and cultural life through the lens of the State Obligation. The lens of State Obligation is presented through the Due Diligence Framework developed by the Due Diligence Project.2 a. Situational context There is a growing wave of conservatism, in the name of culture and religion, threatening to repudiate women’s human rights norms and standards. -
7 Cultural Diversity and Minorities
2 177 7 Cultural diversity and minorities Figure 7 A single flower does not make a garden, nor does a single bird bring spring. The Arab Human Development Report, 2003 7.1 Introduction1 Sitting in Egypt, eating Italian food, listening to French songs with a group of friends from Jordan, Lebanon, Spain or Sweden is becoming more and more commonplace for some young people. The traditional nation state, a territorial unit covering people who share a common national identity (historically, culturally or ethnically),2 faces new challenges – especially with people’s increasing mobility and globalisation, two factors which have helped to blur territorial boundaries and transform nation states, making them co-operate with each other. But still, the majority or dominant national cultures around the world are, in one way or another, imposing their identity on other groups at the nation state and global levels. Multi-ethnic environments are often faced with an official mono-culturalism that frequently comes at the expense of minority rights. According to the World directory Themes 178 of minorities, it is hard to pinpoint accurately the proportion of the world’s population that identifies themselves as minorities or as belonging to minority communities. However, this proportion is estimated to be above 10% and statistics suggest that more than 20% of the world’s population belongs to 6 000 different minority com- munities.3 As is the case all over the world, countries surrounding the Mediterranean Sea contain diverse cultural, ethnic and religious groups.4 Berbers, Baha’is, Copts, Kurds, Saharawis, Roma, Jews, Indian, Alawites, Finns, Hungarians, Turks, Arabs, Catalans, Buddhists, Druze, Swedes, Italians and many more groups exist as minorities in some countries and regions, while they may belong to the “majority” in others.