Nationality, race, religion, and socio-economic status are four key factors that shape an individual's identity according to the document. These factors influence how one defines themselves and how others define them. Differences across these dimensions lead to diversity within society as they result in variations in experiences, beliefs, and practices among individuals and communities. The document provides examples of how each factor uniquely shapes identities in Singapore specifically.
The document discusses various definitions of identity and how identity is formed and influenced. It addresses the nature vs nurture debate on whether identity is innate or acquired. Key points made include:
- Identity can refer to characteristics that define one as a member of a group, the quality of being the same as something else, or one's individual personality.
- Young people's identities are influenced by the media images they are exposed to through technology like TVs and the internet. This exposure can shape their behavior, interests and sense of self.
- Identity is complex, personal yet relates to broader groups, and can change based on one's circumstances. It is fluid and affected by broader social changes.
Joe McVeigh and Ann Wintergerst describe ways ot integrate the teaching of culture and social identity. Download the handout here: www.joemcveigh.org/resources
This document discusses cultural diversity and multicultural education. It addresses four approaches to multicultural education proposed by James Banks: contribution, additive, transformation, and social action. The goal of multicultural education is to create equal educational opportunities for students from diverse backgrounds by acquiring knowledge, developing attitudes and skills to interact and communicate across cultural groups. It also discusses the concepts of culture, subculture, and how subcultures provide identity and allow for cultural adaptation.
Postmodernism argues that identities are fragmented and changeable rather than stable. It claims that people actively create their own identities through their choices in social groups, consumption, and rejecting or adopting labels. Traditional views saw identity as based on fixed factors like class and nationality, but postmodernists, like Stuart Hall, say contemporary identities are fractured with people possessing multiple, contradictory concepts of themselves rather than a single unified identity.
The document discusses the concepts of self and the looking glass self as proposed by Charles Cooley. It defines self as one's own experience and identity. Cooley's looking glass self theory proposes that an individual's self-concept is formed through imagining how we appear to others, imagining others' judgments of us, and developing feelings like pride or shame based on those imagined judgments. The document provides examples to illustrate different types of self, including self-concept, self-knowledge, social self, and self-esteem. It also provides biographical details about sociologist Charles Cooley and an overview of his looking glass self theory.
Lecture 3 culture and diversity culture and identityNevzat Yildirim
This document discusses culture, identity, and their relationship. It defines culture as patterns of living, customs, traditions, and values shared by a group. Identity is defined as an individual's self-concept derived from their socialization. The document explores how culture and identity are influenced by factors like globalization, immigration, and technology. It examines theories of cultural and racial identity development and how social group membership can influence behaviors, opportunities, and self-perceptions.
Culture can be summarized as follows:
1. Culture is defined as the learned behaviors, beliefs, values, and ideals that are shared by a society.
2. Culture is a social phenomenon that is acquired, transmitted, and adapted between generations in a society.
3. Culture encompasses both material and immaterial aspects of a society, including behaviors, thoughts, language, arts, traditions and values. Culture affects people in a society from birth to death.
The document discusses various definitions of identity and how identity is formed and influenced. It addresses the nature vs nurture debate on whether identity is innate or acquired. Key points made include:
- Identity can refer to characteristics that define one as a member of a group, the quality of being the same as something else, or one's individual personality.
- Young people's identities are influenced by the media images they are exposed to through technology like TVs and the internet. This exposure can shape their behavior, interests and sense of self.
- Identity is complex, personal yet relates to broader groups, and can change based on one's circumstances. It is fluid and affected by broader social changes.
Joe McVeigh and Ann Wintergerst describe ways ot integrate the teaching of culture and social identity. Download the handout here: www.joemcveigh.org/resources
This document discusses cultural diversity and multicultural education. It addresses four approaches to multicultural education proposed by James Banks: contribution, additive, transformation, and social action. The goal of multicultural education is to create equal educational opportunities for students from diverse backgrounds by acquiring knowledge, developing attitudes and skills to interact and communicate across cultural groups. It also discusses the concepts of culture, subculture, and how subcultures provide identity and allow for cultural adaptation.
Postmodernism argues that identities are fragmented and changeable rather than stable. It claims that people actively create their own identities through their choices in social groups, consumption, and rejecting or adopting labels. Traditional views saw identity as based on fixed factors like class and nationality, but postmodernists, like Stuart Hall, say contemporary identities are fractured with people possessing multiple, contradictory concepts of themselves rather than a single unified identity.
The document discusses the concepts of self and the looking glass self as proposed by Charles Cooley. It defines self as one's own experience and identity. Cooley's looking glass self theory proposes that an individual's self-concept is formed through imagining how we appear to others, imagining others' judgments of us, and developing feelings like pride or shame based on those imagined judgments. The document provides examples to illustrate different types of self, including self-concept, self-knowledge, social self, and self-esteem. It also provides biographical details about sociologist Charles Cooley and an overview of his looking glass self theory.
Lecture 3 culture and diversity culture and identityNevzat Yildirim
This document discusses culture, identity, and their relationship. It defines culture as patterns of living, customs, traditions, and values shared by a group. Identity is defined as an individual's self-concept derived from their socialization. The document explores how culture and identity are influenced by factors like globalization, immigration, and technology. It examines theories of cultural and racial identity development and how social group membership can influence behaviors, opportunities, and self-perceptions.
Culture can be summarized as follows:
1. Culture is defined as the learned behaviors, beliefs, values, and ideals that are shared by a society.
2. Culture is a social phenomenon that is acquired, transmitted, and adapted between generations in a society.
3. Culture encompasses both material and immaterial aspects of a society, including behaviors, thoughts, language, arts, traditions and values. Culture affects people in a society from birth to death.
The document discusses social and cultural identities. It defines identity as a self-image derived from socialization, and cultural identity as symbolic behaviors meaningful to a group. Some key identities discussed are racial, ethnic, gender, national, regional, organizational, and personal identities. It also covers cyber/fantasy identities and the dark side of identities such as stereotyping, prejudice, and ethnocentrism.
The document provides instructions for a lesson involving a review, preview, and homework assignment on social studies. Students are asked to discuss questions from a reading, share answers with classmates, and fill out a worksheet identifying different social science subjects and how they relate to being a television program director.
The document defines multiculturalism as the co-existence of diverse cultures where each culture's identities are maintained or supported. It discusses how multiculturalism challenges traditional liberalism by acknowledging identities beyond just citizenship, such as race, religion, class, and gender. The document also examines multiculturalism's impact on education through curriculum revisions and expanding canons to include other cultures. It addresses some challenges and criticisms of multiculturalism.
Identity is about how individuals or groups see and define themselves, and how other individuals or groups see and define them.
Cultural identities are the identity of culture in each country, if another see it will make them know if that one is the country’s own culture.
Global education aims to develop global citizens who are aware of political, economic, social, and environmental issues worldwide. It has four pillars: learning to know through developing skills like critical thinking; learning to do through applying knowledge creatively; learning to live together by managing relationships; and learning to be through developing all aspects of one's character. A global teacher is prepared to teach students anywhere using both traditional and modern methods to promote social justice, sustainability, cultural diversity, and an understanding of global interdependence. Global education starts with teachers developing youth who are aware of and can help address local and global challenges to build a just future for all.
This document outlines a 4 part overview of culture. Part 1 defines culture and discusses cultural dimensions and frameworks for understanding culture, including values, representations, and high/low context cultures. Part 2 discusses the impact of culture on leadership and human resource management practices, including ideal leadership prototypes and the influence of culture on work behaviors and HRM. Part 3 will cover managing cross-cultural interactions and culture change. Part 4 will discuss developing global culture and identities.
1. Culture is learned from one's social environment rather than being innate, and refers to shared values and meanings within groups rather than individual behaviors.
2. Key aspects of culture include direct vs indirect communication styles, individualism vs collectivism, uncertainty avoidance, power distance, and short-term vs long-term orientation.
3. Understanding differences in cultural dimensions like context, hierarchy, risk tolerance, and time orientation is important for effective international business and management.
This document discusses cultural perceptions and stereotypes. It notes that people often view their own culture's values as normal and look down on differences in other cultures. Stereotypes are tendencies to overgeneralize about groups, but they fulfill a need to simplify our understanding of social groups. However, stereotypes also communicate negative evaluations of outgroups and reinforce prejudices. The document examines why people stereotype, how stereotypes shape social identities and perceptions of "us vs. them", and the potential for stereotypes to become self-fulfilling prophecies.
This daring presentation takes a look into the social and cultural perspectives of what makes up a person's identity and explores "Black culture" attacking your identity.
By Dionne Willams
The document discusses identity formation in adolescents. It states that identity formation is influenced by the relationship between parents and adolescents, with positive relationships allowing more freedom to explore identity options. Specifically, parental involvement in support, social monitoring and school monitoring positively influences identity formation for both boys and girls. The type of relationship adolescents have with their parents plays a significant role in identity formation. The internet also influences identity formation, as it allows youth to express themselves, try out different profiles, negotiate their identity, and test acceptance from others online.
Ross will give opening and closing remarks at the faculty meeting. Ross will also discuss cultural diversity and provide information on defining cultural diversity, challenges related to diversity in education, and the need for a paradigm shift from ignorance to awareness and celebration. Other agenda items include classroom lists by Curry, standards and word walls by Curry, the master schedule by Tran, and clinic procedures by Rehmann, with time for general comments and questions from faculty.
This document discusses social identity theory, which proposes that people have both personal identities and social identities based on their group memberships. It describes how social identity impacts communication and behavior. Key points include:
- Social identity is how people define themselves based on their group memberships rather than individual attributes.
- Groups use prototypes or ideals to define themselves and differentiate from other groups.
- Stereotyping can occur when viewing other groups through the lens of a prototype rather than as individuals.
- Communication helps shape social identities and how groups understand themselves.
This document outlines a presentation on introducing intercultural activities in the English classroom. It begins by defining culture and explaining how understanding culture influences second language communication. It then discusses the rise of English as a global language and the importance of teaching culture. Several intercultural activities are described, like comparing celebrations across countries and practicing greetings from other cultures. The document stresses analyzing these experiences to develop cultural awareness and understanding. It provides a framework for teaching cultural aspects by explaining what is being taught, how to perform or experience it, and exploring the reasons behind cultural differences.
This document discusses diversity in the Jamaican classroom. It begins by defining diversity as understanding and respecting individual differences. It then identifies some diversities in Jamaican society such as gender, social class, religions and geographical location. Some diversities in the Jamaican classroom are also identified, including racial, cultural, sexual, gender and students with exceptionalities. The document examines attitudes towards diversity that can impact the classroom, such as prejudices and stereotyping. Finally, it provides strategies for managing diversity in the classroom, which include identifying one's own attitudes, establishing a comfortable environment, getting to know students, and treating all students equally.
The document discusses identity crisis and finding identity in Christ. It notes that many Christians struggle with their identity and make negative "I" statements. However, God created them and knows them fully. Their identity is found in being in Christ, as outlined in Ephesians 1:1-14, which discusses how believers are blessed, chosen, redeemed, and have an inheritance through being in Christ. True identity is focusing on God's abilities and strength rather than one's own.
Cultural conflicts can arise from misinterpretations, ethnocentrism, stereotypes, and prejudice between cultures. When people move to a new culture, they experience culture shock as they adjust to different customs and ways of life. There are distinct stages of adjustment, beginning with an initial "honeymoon period" excitement, followed by culture shock and struggles with daily tasks. With time and experience, people can progress to feeling more mentally isolated, then eventually reaching acceptance and integration into the new culture. Upon returning home, people may also experience reverse culture shock in readjusting to their native culture. Preventing cross-cultural conflicts requires awareness of attitudes and sensitivity to cultural differences.
This document discusses cultural diversity and its importance. It defines culture as a way of life that expresses meanings and values through institutions and behaviors. Diversity can be understood as variety, with all people as unique, or as difference between dominant and minority groups. Cultural diversity refers to the variety of human societies and cultures globally or within a region. It is important because societies are increasingly diverse and people have plural identities. Cultural diversity provides opportunities for sharing ideas, transferring knowledge and experience, and advantages for minority groups. Issues related to diversity include stereotypes, lack of familiarity with other cultures, and tensions between valuing diversity and group cohesion. The document suggests addressing diversity through planning, communication, and adapting management techniques, as well as establishing
Culture refers to the cumulative knowledge, experiences, beliefs, and objects that a group acquires over generations. Culture is shared systems of knowledge that connect a group. Multiculturalism is the acceptance of multiple ethnic cultures within a place like a city or nation for practical and diversity reasons. It involves recognizing distinct subgroups within the overarching national culture. Supporters argue multiculturalism can improve decision-making and innovation by exposing a workforce to diverse perspectives. It also helps companies address labor needs by appealing to different cultural groups. Many large companies have diversity programs to recruit and support multicultural employees.
The document defines ethnocentrism as viewing one's own group or culture as superior to others, as coined by William Graham Sumner. It discusses how ethnocentrism leads to stereotyping of outgroups and provides examples of ethnocentrism in various countries and cultures, including issues it can cause in the workplace when concerning language.
Culture is learned and shared within a group. It is the cumulative traditions, beliefs, and norms that are passed down through generations. While aspects of culture are shared within a group, it is also diverse and dynamic. Cultures change over time as new ideas are adopted and old ways discarded due to factors like globalization and technology. Culture provides a framework that influences many aspects of people's lives from how they dress and speak to gender roles and marriage traditions.
comparing and contrasting various cultural aspectsnirmeennimmu
This document discusses and compares various cultural aspects between Indian and Western cultures. It notes that every country has a unique culture shaped by its history and differences. Some key differences highlighted between Indian and Western cultures include beliefs in faith versus hard work, spiritualism versus materialism, treatment of elders, and respect for women. The document also outlines benefits of understanding cultural aspects, such as how culture shapes behaviors and is passed down through generations through enculturation. Understanding different cultures can improve workplace skills like interpersonal communication and interacting with diverse views.
Dissecting culture and its application to business.docxmadlynplamondon
Dissecting
culture and its
application to
business
What we’ll cover
1. What is the nature of culture?
2. Variety and variation in culture
3. How have globalisation, migration and diversity impacted on
national culture?
4. Use these insights to critically evaluate models of national culture
5. Culture traps: problems and pitfalls to avoid
6. Dynamic models of culture
7. Groupwork exercise: apply your cultural knowledge to business
practice
1. What is culture?
Read the following descriptions of national values
for China, India, Britain
•What do these descriptions tell us about the nature of
culture?
i.e. what kinds of things do we call ‘culture’?
• How long might it take an outsider to understand these
values?
So what is the nature of culture?
“a complex frame of reference that consists of patterns of traditions,
beliefs, values, norms, symbols, and meanings that are shared to varying
degrees by interacting members of a community”
(Ting-Toomey, 1999, p.10)
traditions rituals, ceremonies, rites of passage
beliefs, values, norms underlying principles governing behaviours
symbols language (verbal, non-verbal) also images
meanings Interpretations of symbols held by members
‘shared to varying degrees’ not every single member of the culture to the same degree!
‘a frame of reference’ for making sense of the world
Culture is socially constructed; a basis for shared, collective identities
What are the key
words to highlight
in this definition?
Another definition
“the coherent, learned, shared view of a group of people about life’s
concerns that ranks what is important, furnishes attitudes about what
things are appropriate, and dictates behaviour”
(Varner & Beamer, 2011, p.5)
coherent an entire, consistent world view
learned we are not born with it; culture is transmitted
view of a group agreed, shared views of a society
What are the key
words to highlight
in this definition?
The Iceberg of Culture
In awareness Visible
Out of conscious
awareness
Invisible
Self-awareness
The Iceberg of Culture Fine arts Literature
Drama Classical music Popular music
Folk dancing Games Cooking Dress
Notions of modesty Conceptions of beauty Ideas about child raising
Rules of descent Cosmology Relationship to animals Courtship practices
Patterns of superior/subordinate relations Definitions of sin
Conceptions of justice Notions of leadership Incentive to work Tempo of work
Attitudes to the dependent Approaches to problem solving
Patterns of group decision making Eye behaviour Conceptions of cleanliness
Theories of disease Conception of status mobility
Roles in relation to status by age, sex, class, occupation, kinship etc
Definition of insanity Nature of friendship Conception of self
Patterns of visual perception Body language Facial expression
Notions of logic and validity Patterns of handling emotions ...
The document discusses social and cultural identities. It defines identity as a self-image derived from socialization, and cultural identity as symbolic behaviors meaningful to a group. Some key identities discussed are racial, ethnic, gender, national, regional, organizational, and personal identities. It also covers cyber/fantasy identities and the dark side of identities such as stereotyping, prejudice, and ethnocentrism.
The document provides instructions for a lesson involving a review, preview, and homework assignment on social studies. Students are asked to discuss questions from a reading, share answers with classmates, and fill out a worksheet identifying different social science subjects and how they relate to being a television program director.
The document defines multiculturalism as the co-existence of diverse cultures where each culture's identities are maintained or supported. It discusses how multiculturalism challenges traditional liberalism by acknowledging identities beyond just citizenship, such as race, religion, class, and gender. The document also examines multiculturalism's impact on education through curriculum revisions and expanding canons to include other cultures. It addresses some challenges and criticisms of multiculturalism.
Identity is about how individuals or groups see and define themselves, and how other individuals or groups see and define them.
Cultural identities are the identity of culture in each country, if another see it will make them know if that one is the country’s own culture.
Global education aims to develop global citizens who are aware of political, economic, social, and environmental issues worldwide. It has four pillars: learning to know through developing skills like critical thinking; learning to do through applying knowledge creatively; learning to live together by managing relationships; and learning to be through developing all aspects of one's character. A global teacher is prepared to teach students anywhere using both traditional and modern methods to promote social justice, sustainability, cultural diversity, and an understanding of global interdependence. Global education starts with teachers developing youth who are aware of and can help address local and global challenges to build a just future for all.
This document outlines a 4 part overview of culture. Part 1 defines culture and discusses cultural dimensions and frameworks for understanding culture, including values, representations, and high/low context cultures. Part 2 discusses the impact of culture on leadership and human resource management practices, including ideal leadership prototypes and the influence of culture on work behaviors and HRM. Part 3 will cover managing cross-cultural interactions and culture change. Part 4 will discuss developing global culture and identities.
1. Culture is learned from one's social environment rather than being innate, and refers to shared values and meanings within groups rather than individual behaviors.
2. Key aspects of culture include direct vs indirect communication styles, individualism vs collectivism, uncertainty avoidance, power distance, and short-term vs long-term orientation.
3. Understanding differences in cultural dimensions like context, hierarchy, risk tolerance, and time orientation is important for effective international business and management.
This document discusses cultural perceptions and stereotypes. It notes that people often view their own culture's values as normal and look down on differences in other cultures. Stereotypes are tendencies to overgeneralize about groups, but they fulfill a need to simplify our understanding of social groups. However, stereotypes also communicate negative evaluations of outgroups and reinforce prejudices. The document examines why people stereotype, how stereotypes shape social identities and perceptions of "us vs. them", and the potential for stereotypes to become self-fulfilling prophecies.
This daring presentation takes a look into the social and cultural perspectives of what makes up a person's identity and explores "Black culture" attacking your identity.
By Dionne Willams
The document discusses identity formation in adolescents. It states that identity formation is influenced by the relationship between parents and adolescents, with positive relationships allowing more freedom to explore identity options. Specifically, parental involvement in support, social monitoring and school monitoring positively influences identity formation for both boys and girls. The type of relationship adolescents have with their parents plays a significant role in identity formation. The internet also influences identity formation, as it allows youth to express themselves, try out different profiles, negotiate their identity, and test acceptance from others online.
Ross will give opening and closing remarks at the faculty meeting. Ross will also discuss cultural diversity and provide information on defining cultural diversity, challenges related to diversity in education, and the need for a paradigm shift from ignorance to awareness and celebration. Other agenda items include classroom lists by Curry, standards and word walls by Curry, the master schedule by Tran, and clinic procedures by Rehmann, with time for general comments and questions from faculty.
This document discusses social identity theory, which proposes that people have both personal identities and social identities based on their group memberships. It describes how social identity impacts communication and behavior. Key points include:
- Social identity is how people define themselves based on their group memberships rather than individual attributes.
- Groups use prototypes or ideals to define themselves and differentiate from other groups.
- Stereotyping can occur when viewing other groups through the lens of a prototype rather than as individuals.
- Communication helps shape social identities and how groups understand themselves.
This document outlines a presentation on introducing intercultural activities in the English classroom. It begins by defining culture and explaining how understanding culture influences second language communication. It then discusses the rise of English as a global language and the importance of teaching culture. Several intercultural activities are described, like comparing celebrations across countries and practicing greetings from other cultures. The document stresses analyzing these experiences to develop cultural awareness and understanding. It provides a framework for teaching cultural aspects by explaining what is being taught, how to perform or experience it, and exploring the reasons behind cultural differences.
This document discusses diversity in the Jamaican classroom. It begins by defining diversity as understanding and respecting individual differences. It then identifies some diversities in Jamaican society such as gender, social class, religions and geographical location. Some diversities in the Jamaican classroom are also identified, including racial, cultural, sexual, gender and students with exceptionalities. The document examines attitudes towards diversity that can impact the classroom, such as prejudices and stereotyping. Finally, it provides strategies for managing diversity in the classroom, which include identifying one's own attitudes, establishing a comfortable environment, getting to know students, and treating all students equally.
The document discusses identity crisis and finding identity in Christ. It notes that many Christians struggle with their identity and make negative "I" statements. However, God created them and knows them fully. Their identity is found in being in Christ, as outlined in Ephesians 1:1-14, which discusses how believers are blessed, chosen, redeemed, and have an inheritance through being in Christ. True identity is focusing on God's abilities and strength rather than one's own.
Cultural conflicts can arise from misinterpretations, ethnocentrism, stereotypes, and prejudice between cultures. When people move to a new culture, they experience culture shock as they adjust to different customs and ways of life. There are distinct stages of adjustment, beginning with an initial "honeymoon period" excitement, followed by culture shock and struggles with daily tasks. With time and experience, people can progress to feeling more mentally isolated, then eventually reaching acceptance and integration into the new culture. Upon returning home, people may also experience reverse culture shock in readjusting to their native culture. Preventing cross-cultural conflicts requires awareness of attitudes and sensitivity to cultural differences.
This document discusses cultural diversity and its importance. It defines culture as a way of life that expresses meanings and values through institutions and behaviors. Diversity can be understood as variety, with all people as unique, or as difference between dominant and minority groups. Cultural diversity refers to the variety of human societies and cultures globally or within a region. It is important because societies are increasingly diverse and people have plural identities. Cultural diversity provides opportunities for sharing ideas, transferring knowledge and experience, and advantages for minority groups. Issues related to diversity include stereotypes, lack of familiarity with other cultures, and tensions between valuing diversity and group cohesion. The document suggests addressing diversity through planning, communication, and adapting management techniques, as well as establishing
Culture refers to the cumulative knowledge, experiences, beliefs, and objects that a group acquires over generations. Culture is shared systems of knowledge that connect a group. Multiculturalism is the acceptance of multiple ethnic cultures within a place like a city or nation for practical and diversity reasons. It involves recognizing distinct subgroups within the overarching national culture. Supporters argue multiculturalism can improve decision-making and innovation by exposing a workforce to diverse perspectives. It also helps companies address labor needs by appealing to different cultural groups. Many large companies have diversity programs to recruit and support multicultural employees.
The document defines ethnocentrism as viewing one's own group or culture as superior to others, as coined by William Graham Sumner. It discusses how ethnocentrism leads to stereotyping of outgroups and provides examples of ethnocentrism in various countries and cultures, including issues it can cause in the workplace when concerning language.
Culture is learned and shared within a group. It is the cumulative traditions, beliefs, and norms that are passed down through generations. While aspects of culture are shared within a group, it is also diverse and dynamic. Cultures change over time as new ideas are adopted and old ways discarded due to factors like globalization and technology. Culture provides a framework that influences many aspects of people's lives from how they dress and speak to gender roles and marriage traditions.
comparing and contrasting various cultural aspectsnirmeennimmu
This document discusses and compares various cultural aspects between Indian and Western cultures. It notes that every country has a unique culture shaped by its history and differences. Some key differences highlighted between Indian and Western cultures include beliefs in faith versus hard work, spiritualism versus materialism, treatment of elders, and respect for women. The document also outlines benefits of understanding cultural aspects, such as how culture shapes behaviors and is passed down through generations through enculturation. Understanding different cultures can improve workplace skills like interpersonal communication and interacting with diverse views.
Dissecting culture and its application to business.docxmadlynplamondon
Dissecting
culture and its
application to
business
What we’ll cover
1. What is the nature of culture?
2. Variety and variation in culture
3. How have globalisation, migration and diversity impacted on
national culture?
4. Use these insights to critically evaluate models of national culture
5. Culture traps: problems and pitfalls to avoid
6. Dynamic models of culture
7. Groupwork exercise: apply your cultural knowledge to business
practice
1. What is culture?
Read the following descriptions of national values
for China, India, Britain
•What do these descriptions tell us about the nature of
culture?
i.e. what kinds of things do we call ‘culture’?
• How long might it take an outsider to understand these
values?
So what is the nature of culture?
“a complex frame of reference that consists of patterns of traditions,
beliefs, values, norms, symbols, and meanings that are shared to varying
degrees by interacting members of a community”
(Ting-Toomey, 1999, p.10)
traditions rituals, ceremonies, rites of passage
beliefs, values, norms underlying principles governing behaviours
symbols language (verbal, non-verbal) also images
meanings Interpretations of symbols held by members
‘shared to varying degrees’ not every single member of the culture to the same degree!
‘a frame of reference’ for making sense of the world
Culture is socially constructed; a basis for shared, collective identities
What are the key
words to highlight
in this definition?
Another definition
“the coherent, learned, shared view of a group of people about life’s
concerns that ranks what is important, furnishes attitudes about what
things are appropriate, and dictates behaviour”
(Varner & Beamer, 2011, p.5)
coherent an entire, consistent world view
learned we are not born with it; culture is transmitted
view of a group agreed, shared views of a society
What are the key
words to highlight
in this definition?
The Iceberg of Culture
In awareness Visible
Out of conscious
awareness
Invisible
Self-awareness
The Iceberg of Culture Fine arts Literature
Drama Classical music Popular music
Folk dancing Games Cooking Dress
Notions of modesty Conceptions of beauty Ideas about child raising
Rules of descent Cosmology Relationship to animals Courtship practices
Patterns of superior/subordinate relations Definitions of sin
Conceptions of justice Notions of leadership Incentive to work Tempo of work
Attitudes to the dependent Approaches to problem solving
Patterns of group decision making Eye behaviour Conceptions of cleanliness
Theories of disease Conception of status mobility
Roles in relation to status by age, sex, class, occupation, kinship etc
Definition of insanity Nature of friendship Conception of self
Patterns of visual perception Body language Facial expression
Notions of logic and validity Patterns of handling emotions ...
Social Studies Chapter 4 What is DiversityGoh Bang Rui
Subscribe to my education channel.
bit.ly/gohbangrui
These slides introduce Chapter 4: What is Diversity in Society under Issue 2: Living in a Diverse Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. Nationality [Slide 4]
2. Race and Ethnicity [Slide 23]
3. Religion [Slide 45]
4. Socio-economic Status [Slide 65]
Video
Part 1
https://www.youtube.com/watch?v=_VRdUe1i_es&ab_channel=MrGohBR
Part 2
https://www.youtube.com/watch?v=EB8pwquB8Bw&ab_channel=MrGohBR
Any feedback is welcome.
This document discusses cultural differences and their impact on international business. It covers several key topics:
1. It introduces culture and explains that culture includes learned norms, values, attitudes and beliefs that vary between groups. These cultural differences can impact business operations.
2. It discusses several elements of culture, including social structure, language, religion, and values. Factors like social stratification, family structure, and language can all influence business practices.
3. Religions and values shape attitudes towards time, education, age, and status that international businesses must be aware of. Understanding these cultural differences is important for managing diversity in global operations.
This document discusses key concepts related to intercultural communication. It begins by outlining some benefits of studying intercultural communication, such as understanding multicultural workplaces and traveling abroad. It then notes some challenges, like overgeneralizing cultural groups. The document defines communication, culture, and intercultural communication. It discusses concepts like dominant culture, subcultures, co-cultures, and culture shock. Finally, it examines the importance of developing intercultural communication competence.
The document discusses social diversity in India. It defines diversity as the range of differences among people in a society. It then discusses various levels and types of social diversity in India including individual diversity, regional diversity, linguistic diversity, religious diversity, caste diversity, and tribes diversity. For each type of diversity, it provides details on their nature, causes, and examples. It emphasizes that education plays an important role in creating a positive attitude towards diversity by promoting awareness, cultural competence, inclusivity, respect for differences, and a multicultural curriculum.
Religious school teacher training CJL- milwaukee - mauriceMaurice Harris
This document discusses interfaith families and shifting models of Jewish community. It defines interfaith as related to religion and explores family labels people use like "half and half." Historically Jewish communities were self-segregating villages or neighborhoods, but now boundaries are less rigid with more openness to different affiliations. Personal identities are more complex with multiple layers. Jewish institutions may need to reconsider structures like synagogue membership to be more inclusive of interfaith families and people who want to participate in Jewish life. The focus should be on creating great Jewish content rather than policing boundaries. Schools are encouraged to make sure their messages and images reflect their diverse interfaith student populations.
Cultural Competence and Awareness Training by JSI Research & Training InstituteAtlantic Training, LLC.
This document summarizes a training on cultural competence and awareness. It begins with introductions and setting objectives to define key terms like diversity, ethnicity, race, and culture. It discusses the stages of cultural awareness and identifies social identities and privilege. It defines cultural competence and the need for cultural humility. Case studies are presented to discuss real-world situations followed by contact information for the trainers. The overall summary is that the training aims to increase understanding of culture, diversity, and developing cultural competence through self-assessment, knowledge of other cultures, and handling cross-cultural interactions with care, awareness and humility.
The document discusses culture shock, describing its characteristic symptoms like anxiety, frustration, and withdrawal. It outlines the phases of culture shock from initial wonder to acceptance of a new culture. Tips are provided for helping families move through culture shock, such as making one parent available, creating structure and stability, and controlling technology use.
Unit 1 - C2 Understanding the social diversity-dr.c.thanavathiThanavathi C
India has significant social diversity due to its varied geography, cultures, religions, castes, and tribes across different regions. The Constitution recognizes this diversity and enshrines principles like federalism and fundamental rights to promote social harmony. There are three main aspects of social diversity - gender, religion, and castes. Regional diversity in India stems from differences in languages, cultures, ethnic groups and historical backgrounds across its northern, western, southern, eastern, central, and northeastern regions which each have distinct characteristics. Individual diversity refers to the unique differences between individuals influenced by factors like heredity, environment, age, sex, race, and education.
This document discusses cultural value and diversity awareness in higher education. It begins by defining culture and personal values, explaining how they are shaped by social and family interactions. It then explores cultural and racial identity development, noting it is a complex process that occurs at the individual, group, and societal levels. Five stages of development are outlined for persons of color and six stages for whites. Barriers to intercultural learning are discussed, as well as the need to intentionally build cultural competence through approaches like content integration, knowledge education, and empowering school culture. The conclusion emphasizes that acknowledging differences, rather than refusing to do so, can help bring people together in educational settings.
This includes parameters to define cultural diversity and what is cultural diversity at work places,how to manage it followed by Indian cultural diversity
The document discusses multiculturalism and cultural diversity through various activities including analyzing pictures, defining terms, and discussing the benefits and challenges of living in a multicultural world. It addresses what multiculturalism means, names some multiculturally diverse countries, and considers topics like different cultures, traditions, and the idea of a diverse world being like a colorful tapestry. The document provides content for learning about cultural diversity through visuals, definitions, discussions, and examples.
This document discusses key aspects of global citizenship, including:
1) Global citizenship involves developing skills like critical thinking, respect for others, and cooperation to participate in issues with global impacts and understand how local and global are intertwined.
2) It is not too difficult, telling people what to do, or providing simple answers - but acknowledges complex issues and reveals the interconnected nature of global and local.
3) Developing global citizenship requires knowledge of social justice, diversity, globalization and sustainability, as well as values like identity, empathy, and belief in making a difference.
This document discusses working in a diverse culture and improving intercultural competence. It states that welcoming diversity, fostering inclusion, and improving intercultural skills are key 21st century challenges. All staff are responsible for enhancing their ability to work with people from different cultures, as traditional structures must change to reflect the diverse populations served. The document then provides definitions and concepts related to multicultural environments, diversity, inclusion, and intercultural competence. It discusses assessing needs and evaluating diversity and inclusion efforts through focus groups, staff surveys, and program evaluations. The goal is to gain understanding on developing plans to improve both organizations and individuals' intercultural competence.
This document discusses working in a diverse culture and improving intercultural competence. It states that welcoming diversity, fostering inclusion, and improving intercultural skills are key 21st century challenges. All staff are responsible for enhancing their ability to work with people from different cultures, as traditional structures must change to reflect the diverse populations served. The document then provides definitions and concepts related to multicultural environments, diversity, inclusion, and intercultural competence. It discusses assessing needs and evaluating diversity and inclusion efforts through focus groups, staff surveys, and program evaluations. The goal is to gain understanding on developing plans to improve both organizations and individuals' intercultural competence.
Ethnicity refers to shared cultural traditions and ancestry that unite a group of people. An ethnic group is defined by common traits like language, religion, customs, and ancestry. Larger ethnic groups can be divided into smaller subgroups over time through isolation or intermarriage. Southeast Asia is home to many ethnic groups that have been influenced by Indian, Chinese, Islamic, and Western cultures due to the region's history of trade and colonization. The ethnic groups vary across Southeast Asian countries and include distinctions based on language, religion, and region. Gender roles also differ across cultures but generally assign males as active and dominant and females as passive and nurturing. [/SUMMARY]
Culture and identity Talk pre-sessional EnglishGreg Wells
This document discusses definitions and concepts of culture. It defines culture as the collective mental programming and way of life shared by a group. Culture has outer and inner layers, with the outer including customs and the inner including underlying assumptions. National cultures can be analyzed across dimensions like power distance, individualism, and long-term orientation. Identity is defined by group memberships and answers the question of who someone is. Different types of social identities include ethnicity, religion, politics, and relationships. The document explores concepts of culture, identity, and their layers and dimensions.
This document discusses the concept of diversity from various perspectives. It defines diversity as differences between people that can relate to race, ethnicity, gender, religion, ability and other attributes. It also presents Loden's Wheel of Diversity, which categorizes diversity dimensions as primary (inherent) or secondary (influenced by experiences). The document advocates for respect, inclusion, cooperation and responsibility when managing diversity. It notes that discrimination still exists despite policies promoting diversity. Overall, the document provides context around diversity and strategies for acknowledging and respecting differences.
The document summarizes some of the key economic, socio-cultural, and environmental impacts of tourism. It discusses potential positive economic impacts such as employment opportunities, income growth, and infrastructure development, but also notes potential negative impacts. These include seasonal unemployment, underuse of facilities, leakage of tourism receipts out of the local economy, and maintenance burdens on countries. It provides examples for each type of impact.
The document discusses responses to climate change at both the international and national levels. At the international level, it focuses on the Kyoto Protocol, an agreement between 192 countries to reduce greenhouse gas emissions. Some successes of the protocol included countries meeting emission targets, but limitations included some countries not achieving targets and overall emissions continuing to rise. At the national level, it discusses policies in Singapore to reduce emissions, including the Singapore Green Plan to increase natural gas usage, the Green Mark Scheme to promote green building standards, and a tree planting program.
The document discusses responses to climate change, including international agreements signed by countries to reduce greenhouse gas emissions, and national policies implemented by individual countries. It provides examples of Singapore's national response through its Green Plan 2012, Green Mark Scheme, and Plant-A-Tree Programme started in 1971 to encourage residents to donate money and participate in monthly tree planting events to help absorb carbon dioxide from the atmosphere. While the programme has contributed to planting an estimated 60,000 trees annually, the effects of tree planting take a long time to become effective as trees require many years to mature.
This document discusses responses to climate change, including both international agreements between countries and national policies implemented by individual countries. At the national level in Singapore, the Green Mark Scheme aims to encourage the construction of more energy-efficient green buildings since 2005. These buildings use designs like light shelves and solar energy to reduce electricity needs and fossil fuel use, lowering greenhouse gas emissions. While green buildings have achieved 15-35% energy savings, reducing emissions, some construction companies remain conservative about green materials which can be more expensive, limiting the reduction in emissions if conventional buildings continue to be built.
The document discusses responses to climate change, including international agreements between countries and national responses by individual countries. It provides details on Singapore's Green Plan 2012, which aims to generate 60% of Singapore's energy from natural gas to reduce carbon dioxide emissions. The plan has been effective, with natural gas providing 79% of Singapore's electricity by 2010. However, natural gas infrastructure requires complex processing plants and pipelines that are expensive to maintain, which could discourage its wider adoption and limit the plan's effectiveness in reducing greenhouse gas emissions.
The document discusses responses to climate change at both the international and national levels. At the international level, countries sign agreements to work together to reduce greenhouse gas emissions. At the national level, individual countries implement their own policies tailored to their needs to reduce emissions, such as Singapore's Singapore Green Plan 2012, Green Mark Scheme, and Plant-A-Tree Programme. The goal of these responses is to reduce greenhouse gas emissions.
The document discusses international and national responses to climate change. At the international level, it focuses on the Kyoto Protocol, an agreement between countries to reduce greenhouse gas emissions. However, the Kyoto Protocol had limitations, as some participating countries did not meet their emission reduction targets, and major emitters like the US withdrew from the agreement. Nationally, the document examines Singapore's Green Plan 2012 and other policies to lower the country's emissions.
International agreements like the Kyoto Protocol and national policies in countries such as Singapore aim to reduce greenhouse gas emissions by setting emission targets and implementing initiatives. The Kyoto Protocol has had some successes, with many countries meeting or exceeding its targets through monitoring emissions and countries like Germany significantly reducing emissions, but it also has limitations. Singapore has also seen successes through its national Green Plan, Green Mark Scheme, and Plant-A-Tree Programme.
The document discusses international and national responses to climate change. It focuses on international agreements like the Kyoto Protocol, which aims to reduce greenhouse gas emissions globally. The Kyoto Protocol is an agreement under the UNFCCC where developed countries committed to emission reduction targets from 2008-2012. It also discusses national policies like Singapore's Green Plan to reduce emissions domestically.
1) In what ways is tourism changing?
2) What influences tourism trends? Reasons for the growth of tourism (3Ds)
3) Why is tourism subject to regional fluctuations? (RUDO)
1) Trends in food production
2) Factors affecting intensity of food production
3) Effects of intensification of food production
4) Why food shortages still occur
This document discusses the key aspects of citizenship according to Chapter 1. It is divided into 3 parts:
1) Citizenship is shaped by having a legal status as defined by one's country in terms of rights and responsibilities. This includes becoming a citizen through birth, marriage, or naturalization.
2) Citizenship involves sharing a common identity with fellow citizens developed through common practices, way of life, interests and experiences. This fosters a sense of belonging.
3) Participating in improving one's society is the third aspect of citizenship. This can result in positive outcomes like a willingness to contribute to and care for the community when citizens feel closer connections to each other and their country.
Types of tourism:
1) Places of Scenic Beauty
2) Places with Good Facilities
3) Places with Rich Culture
4) Places of Conflict
Different groups promoting tourism:
1) Government
2) Media
3) International organisations
Globalization can have both positive and negative economic impacts. For companies, it can lead to higher profits and market share by accessing new markets and resources, but it also increases competition which can reduce profits for some. For individuals, globalization allows for higher incomes by accessing jobs overseas but it also increases competition and risks of job losses for some. Countries can benefit from economic growth through trade and investment, but they also face risks of economic downturns spreading from other interconnected economies.
Ch 6 - Experiences living in diverse societyLEEENNA
Living in a diverse society can have both positive and negative experiences and effects. Positively, diversity provides opportunities for meaningful interactions between groups through common spaces and results in cultural exchange and sharing of skills and knowledge. However, diversity also presents challenges like prejudice from lack of understanding and perceptions of competition over resources impacting standards of living and social mobility. The government aims to strengthen interactions and address these challenges through policies promoting skills upgrading, meritocracy, and social programs.
Ch 5 - What causes greater diversity in SG today?LEEENNA
Singapore has experienced greater diversity due to factors like immigration policy, economic opportunities, and socio-cultural environment. Immigration policy aimed to bring in higher-skilled foreign workers and increase population size to address issues like aging population and brain drain. This increased the inflow of migrants and immigrants who contribute their cultures and expertise. Economic opportunities from businesses and employment attracted both high-skilled professionals and low-skilled workers, widening income gaps and diversity. Features like immigrant communities, safety, and education system made Singapore attractive for foreigners to live and study in, enhancing diversity through shared experiences and learning.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Ch 4 - Factors Shaping Identity
1. Identities (p.105)
Identity is the way you
define yourself and
how others define you.
Our identities vary and
are complex as they are
shaped by various
influences in society.
2. Identities (p.105)
Do you only have
ONE identity?
Do we all have the
SAME identity?
Can our identities CHANGE?
3. 2 min: Introduce Yourself!
Give as many details
about yourself as
possible!
E.g. birth place, race,
religion, type of house
you stay in, interests,
hobbies, favourite food,
fashion style, etc.
8. Identity
Identity is the way YOU define YOURSELF and
how others define YOU.
Our identities vary and are complex as they are
shaped by various influences in society.
Factors that shape the identities of INDIVIDUALS:
1. Nationality
2. Race and Ethnicity
3. Religion
4. Socio-Economic status (SES)
9. Factors that shape the identities of INDIVIDUALS:
1) Nationality (TB pg. 108-110)
• Nationality is the status of being a member
or citizen of a particular country.
• Nationality =
• Having a sense of belonging to the nation
• Sharing common experiences with others
of the same nationality (e.g. history,
tradition, practices, language, living spaces)
10.
11.
12. 2 min: Theme Contest!
In your pairs,
Come up with A THEME
for the photographs
The most CREATIVE and ACCURATE
theme wins!
13.
14. People of the same Nationality usually share:
Common HISTORY
Common TRADITIONS
Common PRACTICES
Common LANGUAGE
Common EXPERIENCES
…Living together in the
same geographical area
Singaporean
^
15. People of the same Nationality usually share:
Singaporean
^
• Celebrate National Day on 9 Aug
• A multicultural society – respect
for different races & religions
• National service
• Love food across cultures
• Common English language
& bilingualism (Singlish!)
16. • Celebrate National Day on 9 Aug
• A multicultural society – respect
for different races & religions
• National service
• Love food across cultures
• Common English language
& bilingualism (Singlish!)
People of the same Nationality usually share:
Singaporean
^
These form our SG identity
Shapes how we interact with other Singaporeans
17. There was a time when people said
That Singapore won't make it, but we did
There was a time when troubles seemed too much
For us to take, but we did
We built a nation, strong and free, reaching out together
For peace and harmony
Chorus 1:
This is my country, this is my flag
This is my future, this is my life
This is my family, these are my friends
We are Singapore, Singaporeans
Singapore our homeland, it's here that we belong
All of us united, one people marching on
We've come so far together, our common destiny
Singapore forever, a nation strong and free
Why am I
proud of
Singapore?
Why I want
to live in
Singapore?
“We Are Singapore” Lyrics
18. Factors that shape the identities of INDIVIDUALS:
1) Nationality (TB pg. 108-110)
• Nationality is the status of being a member
or citizen of a particular country.
• Nationality =
• Having a sense of belonging to the nation
• Sharing common experiences with
others of the same nationality
19. Factors that shape the identities of INDIVIDUALS:
1) Nationality (TB pg. 108-110)
• People from the same country feel more
comfortable with members of same nationality
• Easier to identify with one another
• E.g. When overseas, it is so easy to
recognize other Singaporeans from their
mannerisms and attitudes!
• Aspects of our shared national identity
would shape the individual’s identity and
actions.
• These beliefs and experiences influence a
large part of our national identity.
20. 1. Nationality
Identity
(the way you define yourself and how others define you)
Diversity in Society
(differences and variety)
Factors that shape the identities of INDIVIDUALS:
21. Factors that shape the identities of INDIVIDUALS:
2) Race and Ethnicity
Are they
the same
thing???
NOOO!
22. Factors that shape the identities of INDIVIDUALS:
2) Race and Ethnicity
“Race” refers to classification according to
physical characteristics that are biological
in nature.
• E.g. skin colour, hair, eye colour, bone structure
(TB pg. 111)
Chinese: yellow skin, slanted eyes/slit eyes, slightly rounder faces
Caucasians: light skin and eyes, narrow noses, and thin lips
23. Factors that shape the identities of INDIVIDUALS:
2) Race and Ethnicity
“Ethnicity” refers one’s ancestry, customs,
cultural practices, language, food and
dressing that are associated with an ethnic
group
• E.g. practices and customs that are unique to
particular country/region
(TB pg. 112)
24. Factors that shape the identities of INDIVIDUALS:
2) Race and Ethnicity
Same race but different ethnicity:
Miao people vs Hui people
Language Dialects and own Miao
language (based on Latin)
Chinese (some Arabic &
Persian words)
Food Rice Prefer food with flour
Race Chinese
Hair colour Black hair
Skin colour Yellow-skinned
Similarities?
Differences?
25. Factors that shape the identities of INDIVIDUALS:
2) Race and Ethnicity
Same race but different ethnicity (e.g. Miao & Hui)
Same race same ethnicity (e.g. Japanese, Koreans)
TB pg. 112 - 113
• Race and ethnicity shape
our identity as we belong to
particular racial and/or ethnic
communities
• The practices and beliefs of
these communities shape
our way of life
27. Factors that shape the identities of INDIVIDUALS:
2) Race and Ethnicity
• In Singapore, four main categories of race –
C, M, I, O
28. Factors that shape the identities of INDIVIDUALS:
2) Race and Ethnicity (TB pg. 108-110)
• In Singapore, four main categories of race –
C, M, I, O
• Racial markers shape policies in education,
housing and welfare (e.g. Mendaki, CDAC etc)
• Categorisation was necessary in early days to
bring different communities together
• Today, categorisation has changed:
• DOUBLE-BARRELLED RACE OPTION
• For children belonging to parents of diff races
• Due to more inter-ethnic marriages in SG
30. Factors that shape the identities of INDIVIDUALS:
2) Race and Ethnicity (TB pg. 108-110)
• In Singapore, four main categories of race –
C, M, I, O (= Chinese, Malay, Indian, Others)
• Diversity of race and ethnicity leads to many
different customs celebrated and observed
in Singapore
31. 1. Nationality
2. Race and
ethnicity
Identity
(the way you define yourself and how others define you)
Diversity
(differences and variety)
Factors that shape the identities of INDIVIDUALS:
32. Factors that shape the identities of INDIVIDUALS:
3) Religion (TB pg. 116)
• Religion is an organised collection of attitudes,
beliefs, practices, world views, and often
worship of a single or multiple gods.
• Religion by birth or
by choice
• Religion gives
meaning to life or
explains origin of
life
33. Factors that shape the identities of INDIVIDUALS:
3) Religion (TB pg. 117)
• Religions embody a set of shared core beliefs
and practices (e.g?)
• Believers keep to these beliefs and practices
regardless of nationality or ethnicity
• Shapes our identity by influencing our
way of life in many ways
34. Factors that shape the identities of INDIVIDUALS:
3) Religion (TB pg. 117)
• In SG:
• Total no. of major religions being practised?
• What are the four main religions?
• What is the Inter-Religious Organisation (IRO)?
• Main religions in SG promote compassion,
sensitivity, respect, helping others, love, care
• Singapore citizens are free to profess and
practise their religion, as well as propagate it
(religious freedom)
35. Factors that shape the identities of INDIVIDUALS:
3) Religion (TB pg. 117)
36. 1. Nationality
2. Race and
ethnicity
3. Religion
Identity
(the way you define yourself and how others define you)
Diversity in Society
(differences and variety)
Factors that shape the identities of INDIVIDUALS:
37. Factors that shape the identities of INDIVIDUALS:
4) Socio-Economic Status (TB pg. 120-121)
• Socio-economic status refers to an economic
situation shared by a group of people.
• E.g. Higher SES; middle SES; lower SES.
• What determines SES?
• Objective indicators e.g.:
occupation, income,
education, ownership
of wealth, property,
housing type
• In Singapore, an individual income level or
household’s income level is used as indicator for
socio-economic status (SES).
38. Factors that shape the identities of INDIVIDUALS:
4) Socio-Economic Status (TB pg. 122)
• 3 min Task (handout pg. 3)
• Socio-economic status shapes life
experience because it affects choice of
housing, food, entertainment and activities
• Influences circle of friends, social network
• Access to different activities
39. Factors that shape the identities of INDIVIDUALS:
4) Socio-Economic Status (TB pg. 129)
• Gini coefficient measures how income is
distributed in a country.
• 0 to 1
• Higher Gini coefficient = more unequal
distribution of income
• SG’s Gini coefficient = 0.43 (in 2014)
• Income gap is widening
Greater income inequality
40. Factors that shape the identities of INDIVIDUALS:
4) Socio-Economic Status (TB pg. 129)
• Government transfers to reduce income gap
(e.g. GST voucher)
41. Factors that shape the identities of INDIVIDUALS:
4) Socio-Economic Status (TB pg. 129)
• Government transfers to reduce income gap
(e.g. GST voucher)
• To enable social mobility, many measures put
in place to support the needs of the lower
socio-economic status groups
• Healthcare and education financing:
• Meet basic needs
• Improve well-being and social mobility
42. Factors that shape the identities of INDIVIDUALS:
4) Socio-Economic Status (TB pg. 128)
• “Social mobility” means that individuals can
move from lower to higher levels of income
through hard work.
• Can a person’s SES change?
• Story 1: Higher SES Lower SES
• Story 2: Lower SES Higher SES
43. 1. Nationality
2. Race and
ethnicity
3. Religion
4. Socio-
Economic
Status (SES)
Identity
(the way you define yourself and how others define you)
Diversity in Society
(differences and variety)
Factors that shape the identities of INDIVIDUALS:
Editor's Notes
Get students to introduce themselves to their partner – to give as many details as possible in the self-introduction (e.g. likes, dislikes, country of origin, siblings, race, special practices at home, religion, where you stay etc)
Select two people to intro themselves to the class – write details on the board (categorize into the 4 factors)
Takeaway: Every one has different identities society is very diverse “Diversity” Qn: harmony in society achievable?
Even though there were no mention of the word “Singapore” in any of the photographs, the themes that students come up with will likely to make mention/reference to Singapore link to next slide.
Tell story of going overseas and recognizing Singaporean counterparts just purely from their mannerisms and attitudes.
Chinese: yellow skin, slanted eyes/slit eyes, slightly rounder faces
Caucasians: light skin and eyes, narrow noses, and thin lips
Relationship between race and ethnicity may not always be clear.
Members of the Miao and Hui communities in China may have physical features of the Chinese race, but they are of a different ethnicity, with unique costumes, practices and customs.
Relationship between race and ethnicity may not always be clear.
A fourth-generation Japanese of Korean descent, he acquired Japanese nationality in 2001.
Rationale behind this categorisation:
Necessary in our early nation-building days to unite communities.
Double-barrelled race option: e.g. “Chinese-Eurasian”
Implemented in 2011
Rise in inter-ethnic marriages in Singapore.
The choice is reflected in the NRIC.
Rationale behind this categorisation:
Necessary in our early nation-building days to unite communities.
Double-barrelled race option: e.g. “Chinese-Eurasian”
Implemented in 2011
Rise in inter-ethnic marriages in Singapore.
The choice is reflected in the NRIC.
E.g. Islam:
Eid al-Fitr marks the end of the fasting month of Ramadan. This has to do with the communal aspects of the fast, which expresses many of the basic values of the Muslim community; e.g., empathy for the poor, charity, worship, steadfastness, patience etc. Fasting is also believed by some scholars to extol fundamental distinctions, lauding the power of the spiritual realm, while acknowledging the subordination of the physical realm. It also teaches a Muslim to stay away from worldly desires and to focus entirely on the Lord and thank Him for his blessings. It is a rejuvenation of the religion and it creates a stronger bond between the Muslim and his Lord
Together with Buddhism, Islam and Hinduism, Christianity is considered one of the four main religions today. Christianity in Singapore is not tied to a particular ethnic or racial group, although most Christians are Chinese.
The IRO promotes peace and religious harmony in Singapore. It organises activities and participates in local and international forums to learn more about what is being done in the region to promote religious harmony. They engage in Inter-Religious Dialogues to discuss the realities and challenges of religious issues in Singapore.
http://www.channelnewsasia.com/news/singapore/bottom-30-top-10-of/2551154.html
A higher Gini coefficient implies a less equal distribution of incomes. (Infographic: Singapore Department of Statistics)
GST Voucher https://www.gstvoucher.gov.sg/Pages/index.aspx
The permanent GST Voucher scheme was introduced by the Government in Budget 2012 to help lower-income Singaporeans. The GST Voucher is given in three components – Cash, Medisave and U-Save. GST Voucher – Cash provides lower-income Singaporeans with some cash for immediate needs, and is paid every August. Similarly paid every August is the GST Voucher – Medisave, which provides elderly Singaporeans aged 65 and above with a CPF Medisave account top-up to support their medical needs. Lastly, the GST Voucher – USave provides lower- and middle-income households with a rebate to offset their utilities bills, and is paid every January, April, July and October.
GST Voucher https://www.gstvoucher.gov.sg/Pages/index.aspx
The permanent GST Voucher scheme was introduced by the Government in Budget 2012 to help lower-income Singaporeans. The GST Voucher is given in three components – Cash, Medisave and U-Save. GST Voucher – Cash provides lower-income Singaporeans with some cash for immediate needs, and is paid every August. Similarly paid every August is the GST Voucher – Medisave, which provides elderly Singaporeans aged 65 and above with a CPF Medisave account top-up to support their medical needs. Lastly, the GST Voucher – USave provides lower- and middle-income households with a rebate to offset their utilities bills, and is paid every January, April, July and October.