Scientific Issues in Communities
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The document discusses scientific issues in communities and defines community science literacy. Community science literacy refers to a community having sufficient shared resources that are distributed and organized in a way that allows community members to contribute their varying abilities to the overall well-being of the community. A community is defined as a group of interconnected people who share goals and interests. Examples of types of communities include geographic communities, genetic communities, occupational communities, and communities based on demographics or common health issues. The document asks what kinds of scientific issues communities may deal with, such as environmental issues, public health issues, or agricultural issues, and what forms community science literacy can take, such as citizen science, working with scientists on issues, or direct action groups.
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Article 8
12-1-2011
Dimensionalizing Cultures: The Hofstede Model
in Context
Geert Hofstede
Universities of Maastricht and Tilburg , The Netherlands, [email protected]
This Online Readings in Psychology and Culture Article is brought to you for free and open access (provided uses are educational in nature)by IACCP
and [email protected] Copyright © 2011 International Association for Cross-Cultural Psychology. All Rights Reserved. ISBN
978-0-9845627-0-1
Recommended Citation
Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in
Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014
http://scholarworks.gvsu.edu/orpc/
http://scholarworks.gvsu.edu/orpc/
https://scholarworks.gvsu.edu/orpc/vol2
https://scholarworks.gvsu.edu/orpc/vol2/iss1
https://scholarworks.gvsu.edu/orpc/vol2/iss1/8
https://doi.org/10.9707/2307-0919.1014
http://scholarworks.gvsu.edu/orpc/
http://www.iaccp.org/drupal/
mailto:[email protected]
Dimensionalizing Cultures: The Hofstede Model in Context
AbstractAbstract
This article describes briefly the Hofstede model of six dimensions of national
cultures: Power Distance, Uncertainty Avoidance, Individualism/Collectivism,
Masculinity/Femininity, Long/Short Term Orientation, and Indulgence/Restraint. It
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(2010) research into organizational cultures. It warns against confusion with value
differences at the individual level. It concludes with a look ahead in what the study
of dimensions of national cultures and the position of countries on them may still
bring.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
License.
This article is available in Online Readings in Psychology and Culture: https://scholarworks.gvsu.edu/orpc/vol2/iss1/8
http://creativecommons.org/licenses/by-nc-nd/3.0/
http://creativecommons.org/licenses/by-nc-nd/3.0/
http://creativecommons.org/licenses/by-nc-nd/3.0/
http://creativecommons.org/licenses/by-nc-nd/3.0/
https://scholarworks.gvsu.edu/orpc/vol2/iss1/8
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variation between cultures is t ...
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Action Research Inquiry CycleINQUIRY CYCLE PHASE 2Implem.docx
Action Research Inquiry Cycle
INQUIRY CYCLE PHASE 2
Implement actions
and measure results
INQUIRY CYCLE PHASE 1
Plan for research and
addressing the problem
INQUIRY CYCLE PHASE 3
Evaluate and reflect
on results of actions
Assess the
Core Issues
1
Review the
Literature
2
Design the Projected
Intervention
3
Implement the
Intervention
4
Collect and
Analyze Data
5
Communicate Results
6
Evaluate
Outcomes
7
9
Recommend or Decide on
Next Steps
Reflect on and
Dialogue about
Results
8
Action Research Inquiry Cycle
INQUIRY CYCLE PHASE 2
Implement actions
and measure results
INQUIRY CYCLE PHASE 1
Plan for research and
addressing the problem
INQUIRY CYCLE PHASE 3
Evaluate and reflect
on results of actions
Assess the
Core Issues
1
Review the
Literature
2
Design the Projected
Intervention
3
Implement the
Intervention
4
Collect and
Analyze Data
5
Communicate Results
6
Evaluate
Outcomes
7
9
Recommend or Decide on
Next Steps
Reflect on and
Dialogue about
Results
8
9. Minkler M, Wallerstein N., eds. Community-Based Participatory Research for Health. San Francisco: Jossey-Bass; 2003.
10. Cargo M, Mercer SL. The value and challenges of participatory research: strengthening its practice. Annual Review of Public Health.
2008 April;29:325–50.
11. Devault M, Ingraham C. Metaphors of silence and voice in feminist thought. In: Devault M, ed. Liberating Method. Philadelphia, PA:
Temple University Press; 1999:175–86.
12. Bobo K, Kendall J, Max S. Organizing for Social Change. 3rd ed. Santa Ana, CA: Seven Locks Press; 2001.
13. Chambers E, Cowan MA. Roots for Radicals: Organizing for Power, Action, and Justice. New York: Continuum International Publishing
Group; 2003.
14. Lewin K. Resolving Social Conflicts and Field Theory in Social Science. Washington, DC: American Psychological Association; 1997.
15. Freire P. Pedagogy of the Oppressed. New York, NY: Continuum International; 1970.
16. Hacker K, Chu J, Leung C, Marra R, Pirie A, Brahimi M, English M, Beckmann J, Acevedo-Garcia D, Marlin RP. The impact of
Immigration and Customs Enforcement on immigrant health: perceptions of immigrants in Everett, Massachusetts, USA. Social Science &
Medicine. 2011 Aug;73(4):586–94.
17. Heller C, de Melo-Martin I. Clinical and translational science awards: can they increase the efficiency and speed of clinical and
translational research? Academic Medicine. 2009 Apr;84(4):424–32.
18. Minkler M. Linking science and policy through community-based participatory research to study and address health disparities. American
Journal of Public Health. 2010 Apr 1;100 Suppl 1:S81–87.
19. Hacker K, Collins J, Gross-Young L, Almeida S, Burke N. Coping with youth suicide and overdose: one community’s efforts to
investigate, intervene, and prevent suicide contagion. Crisis. 2008;29(2):86–95.
20. Wallerstein N, Duran B. Community-based participatory research contributions to intervention research: the intersection .
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2. Highly educated groups tend to be the most polarized in their views on issues like vaccination and climate change.
3. This resistance stems from "identity-protecting cognition" where people seek out and accept information that confirms their preexisting beliefs while disregarding information that contradicts their values.
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Article 8
12-1-2011
Dimensionalizing Cultures: The Hofstede Model
in Context
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Universities of Maastricht and Tilburg , The Netherlands, [email protected]
This Online Readings in Psychology and Culture Article is brought to you for free and open access (provided uses are educational in nature)by IACCP
and [email protected] Copyright © 2011 International Association for Cross-Cultural Psychology. All Rights Reserved. ISBN
978-0-9845627-0-1
Recommended Citation
Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in
Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014
http://scholarworks.gvsu.edu/orpc/
http://scholarworks.gvsu.edu/orpc/
https://scholarworks.gvsu.edu/orpc/vol2
https://scholarworks.gvsu.edu/orpc/vol2/iss1
https://scholarworks.gvsu.edu/orpc/vol2/iss1/8
https://doi.org/10.9707/2307-0919.1014
http://scholarworks.gvsu.edu/orpc/
http://www.iaccp.org/drupal/
mailto:[email protected]
Dimensionalizing Cultures: The Hofstede Model in Context
AbstractAbstract
This article describes briefly the Hofstede model of six dimensions of national
cultures: Power Distance, Uncertainty Avoidance, Individualism/Collectivism,
Masculinity/Femininity, Long/Short Term Orientation, and Indulgence/Restraint. It
shows the conceptual and research efforts that preceded it and led up to it, and once
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it describes the six entirely different dimensions found in the Hofstede et al.
(2010) research into organizational cultures. It warns against confusion with value
differences at the individual level. It concludes with a look ahead in what the study
of dimensions of national cultures and the position of countries on them may still
bring.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
License.
This article is available in Online Readings in Psychology and Culture: https://scholarworks.gvsu.edu/orpc/vol2/iss1/8
http://creativecommons.org/licenses/by-nc-nd/3.0/
http://creativecommons.org/licenses/by-nc-nd/3.0/
http://creativecommons.org/licenses/by-nc-nd/3.0/
http://creativecommons.org/licenses/by-nc-nd/3.0/
https://scholarworks.gvsu.edu/orpc/vol2/iss1/8
Introduction
Culture has been defined in many ways; this author’s shorthand definition is: "Culture is
the collective programming of the mind that distinguishes the members of one group or
category of people from others". It is always a collective phenomenon, but it can be
connected to different collectives. Within each collective there is a variety of individuals. If
characteristics of individuals are imagined as varying according to some bell curve; the
variation between cultures is t ...
Cultural Competency in the Clinical Setting
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
Whats new in Behavioural Economics for Sustainability.pdf
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Chapter 15 Community AssessmentSergio Osegueda Acuna, MSN-FNP-
Chapter 15 Community Assessment
Sergio Osegueda Acuna, MSN-FNP-BC
MRC
Community assessment: application to community/public health nursing practice
Assessment, the first step of the nursing process, forms the foundation for determining the client's health, regardless of whether the client is an individual, a family, or a community.
Nurses gather information by using their senses, as well as their cognition, past experiences, and specific tools.
These data are analyzed to make diagnoses about the community's health status and allow the nurse to answer the question, “How healthy is this community, or what are its strengths, problems, and concerns?”
Components of Healthy Communities
Low crime rates
Good schools
Strong family life
Robust economy, good jobs
High environmental quality (clean air, water)
Accessible and quality health services
Adequate housing
Civic involvement
Nice weather
Good transportation (roads, public transportation)
Wide variety of leisure activities
Exposure to the arts
Reasonable taxes
Community defined
Community is defined as an open social system that is characterized by people in a place who have common goals over time.
Aggregate is any number of individuals with at least one common characteristic (Williams, 1977). The terms population group and aggregate are synonyms for population (Williams, 1977)
Population is a collection of individuals who share one or more personal or environmental characteristics, the most common of which is geographical location (Schultz, 1987).
Critical Components of a Community
People, Population is the most obvious of the necessary community components.
Place, traditionally, communities were described in relation to geographical area.
Social interaction or common characteristics, interests, or goals.
Geopolitical
The geopolitical community is a spatial designation—a geographical or geopolitical area or place.
Geopolitical communities are formed by either natural or human-made boundaries. A river, a mountain range, or a valley may create a natural boundary
Human-made boundaries may be structural, political, or legal.
Political boundaries may be exemplified by congressional districts or school districts.
Phenomenological
Another way of thinking about community is in terms of the members' feeling of belonging or sense of membership, rather than geographical or political boundaries
People in a phenomenological community have a group perspective that differentiates them from other groups.
A group consists of two or more people engaged in an interdependent relationship that includes repeated face-to-face communication.
A group's identity may be based on culture, beliefs, values, history, common interests, characteristics, or goals.
Social Interaction or Common Interests, Goals, and Characteristics
Communities, similar to families, have their own patterned interaction among individuals, families, groups, and organizations; this interaction varies from community to commun ...
What Scientists Should Understand About Working With Indigenous Peoples
What Scientists Should Understand About Working With Indigenous PeoplesThe Ohio State University Wexner Medical Center
Preparing for Genomic Research Among Indigenous People: What Scientists Need to Know – Jeffrey Collmann, PhD; Director, O’Neill Institute for National and Global Health Law, Georgetown University. As presented at Ohio State's Personalized Health Care National Conference.D10_E5 Intercultural Communication Skills_Yuri Kagolovsky & Kathryn Brillinger
This document provides an overview of intercultural communication skills and competencies. It discusses several key principles of successful intercultural communication, including that we are cultural beings influenced by our cultures in both conscious and unconscious ways, and that building intercultural skills is an ongoing process requiring cognitive, affective, and behavioral changes. It also examines different factors that can influence intercultural interactions such as language, discourse patterns, cultural norms and values, contextual situations, and personalities. Developing intercultural communication repair strategies is suggested to involve asking open questions rather than "why" questions that could come across as accusatory.
Culture power point ENGLISH
The document defines culture and discusses some key aspects of culture. It begins by defining culture as reflecting who and what humans are as social beings, encompassing how they live in groups and respond to their environment, history, economic, social, and political lives. While culture is transmitted between generations through learning, it is distinct from genetic transmission of traits. The document then discusses some universal aspects of culture as well as differences among cultures. It also explores concepts like material and non-material culture, traditional versus popular culture, and cultural diversity.
Definition of Culture and Cultural Studies
Jeff Lewis defines culture as an assemblage of imaginings and meanings generated by a social group. These meanings may be consonant, overlapping, or contentious. Social groups form around various human communities and activities, each with their own cultures. Communication binds social groups through culture, now dominated by global networked media. Lewis sees culture as shaped by both individuals and collective consciousness.
understanding.pptx
Culture is defined as the arts, beliefs, customs, and institutions that are shared by a population. It includes both material objects like art as well as non-material aspects like values and social norms. Culture is passed down from generation to generation. Society refers to a definable group of people who share the same culture and live together in a community. Politics involves the processes by which groups of people make decisions, particularly around governance and power within countries and other large groups.
Similarities and diversities of culture
The document summarizes research on universal patterns of culture from several researchers. Wissler identified 11 broad areas of universal culture in 1923. Murdock expanded on this in 1945, listing around 88 common cultural elements across societies. Durkheim then initiated three techniques for comparative cultural studies in 1947: comparative analysis, studying specific cultural differences, and specific cultural similarities. The document then discusses four key factors that can account for cultural diversity: cultural variability, cultural relativity, environmental differences, and human ingenuity and ability to adopt new cultures.
PBL and global competencies in science
While science is a natural home for project-based learning techniques, blending in the global competencies and other subjects can sometimes be more challenging. This session will focus on approaches to incorporating global competencies in science in both elementary and secondary settings. We will look at some concrete examples and have opportunities to collaborate with colleagues throughout the network. Please bring a computer to this session as we will be accessing online resources.
Culture
This document provides an overview of the key concepts and components of culture. It discusses how culture is shared and learned within groups, and passed down between generations. Culture is composed of both material and non-material elements, including physical objects, symbols, language, values, norms, beliefs and behaviors. These components work together to form the shared way of life for a cultural group. The document also examines cultural diversity, diffusion, and different theoretical perspectives on how culture influences and is influenced by society.
What is Culture.ppt
Culture is defined as the values, traditions, worldview, and social relationships shared by a group with a common history, location, language, class, or religion. It is a dynamic process shaped by a group's attitudes, skills, knowledge and worldview. People have multiple cultural identities based on factors like race, ethnicity, gender, class, religion and experiences. Authentic cultural knowledge requires long-term exposure to a culture as it exists on symbolic, behavioral and concrete levels. The document examines how culture and cultural identities can influence perspectives and create obstacles for culturally diverse groups.
What is Culture power point presentation.ppt
Culture is defined as the values, traditions, worldview, and social relationships shared by a group with a common history, location, language, class, or religion. It is a dynamic process shaped by a group's attitudes, skills, knowledge and worldview. People have multiple cultural identities based on factors like race, ethnicity, gender, class, religion and experiences. Authentic cultural knowledge requires long-term exposure to a culture as it exists on symbolic, behavioral and concrete levels. The document examines how culture and cultural identities can influence perspectives and create obstacles for culturally diverse groups.
Environmental racism and classism as lenses for health
Final in my seminar series on some spatially informed ideas around the health effects of racism and classism on populations and communities.
What is culture?
Culture refers to the customary ways that humans live and includes aspects such as diet, family structures, social organizations, and religions. An ethnic or cultural group shares aspects of culture from one generation to the next through learning. There are 12 key aspects of culture or ethnicity, including history, social status factors, family life processes, healing beliefs, religion, diet, and more. Personal culture is one's core identity developed through social interactions. Cultural competence involves self-awareness of one's own culture, awareness and acceptance of differences, understanding cultural dynamics, knowledge of clients' cultures, and adapting skills appropriately.
Action Research Inquiry CycleINQUIRY CYCLE PHASE 2Implem.docx
Action Research Inquiry Cycle
INQUIRY CYCLE PHASE 2
Implement actions
and measure results
INQUIRY CYCLE PHASE 1
Plan for research and
addressing the problem
INQUIRY CYCLE PHASE 3
Evaluate and reflect
on results of actions
Assess the
Core Issues
1
Review the
Literature
2
Design the Projected
Intervention
3
Implement the
Intervention
4
Collect and
Analyze Data
5
Communicate Results
6
Evaluate
Outcomes
7
9
Recommend or Decide on
Next Steps
Reflect on and
Dialogue about
Results
8
Action Research Inquiry Cycle
INQUIRY CYCLE PHASE 2
Implement actions
and measure results
INQUIRY CYCLE PHASE 1
Plan for research and
addressing the problem
INQUIRY CYCLE PHASE 3
Evaluate and reflect
on results of actions
Assess the
Core Issues
1
Review the
Literature
2
Design the Projected
Intervention
3
Implement the
Intervention
4
Collect and
Analyze Data
5
Communicate Results
6
Evaluate
Outcomes
7
9
Recommend or Decide on
Next Steps
Reflect on and
Dialogue about
Results
8
9. Minkler M, Wallerstein N., eds. Community-Based Participatory Research for Health. San Francisco: Jossey-Bass; 2003.
10. Cargo M, Mercer SL. The value and challenges of participatory research: strengthening its practice. Annual Review of Public Health.
2008 April;29:325–50.
11. Devault M, Ingraham C. Metaphors of silence and voice in feminist thought. In: Devault M, ed. Liberating Method. Philadelphia, PA:
Temple University Press; 1999:175–86.
12. Bobo K, Kendall J, Max S. Organizing for Social Change. 3rd ed. Santa Ana, CA: Seven Locks Press; 2001.
13. Chambers E, Cowan MA. Roots for Radicals: Organizing for Power, Action, and Justice. New York: Continuum International Publishing
Group; 2003.
14. Lewin K. Resolving Social Conflicts and Field Theory in Social Science. Washington, DC: American Psychological Association; 1997.
15. Freire P. Pedagogy of the Oppressed. New York, NY: Continuum International; 1970.
16. Hacker K, Chu J, Leung C, Marra R, Pirie A, Brahimi M, English M, Beckmann J, Acevedo-Garcia D, Marlin RP. The impact of
Immigration and Customs Enforcement on immigrant health: perceptions of immigrants in Everett, Massachusetts, USA. Social Science &
Medicine. 2011 Aug;73(4):586–94.
17. Heller C, de Melo-Martin I. Clinical and translational science awards: can they increase the efficiency and speed of clinical and
translational research? Academic Medicine. 2009 Apr;84(4):424–32.
18. Minkler M. Linking science and policy through community-based participatory research to study and address health disparities. American
Journal of Public Health. 2010 Apr 1;100 Suppl 1:S81–87.
19. Hacker K, Collins J, Gross-Young L, Almeida S, Burke N. Coping with youth suicide and overdose: one community’s efforts to
investigate, intervene, and prevent suicide contagion. Crisis. 2008;29(2):86–95.
20. Wallerstein N, Duran B. Community-based participatory research contributions to intervention research: the intersection .
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MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Scientific Issues in Communities
- 2. Definition of community science literacy: “Science literacy in a community does not require each individual to attain a particular threshold of knowledge, skills, and abilities; rather, it is a matter of a community having sufficient shared resources that are distributed and organized in such a way that the varying abilities of community members work in concert to contribute to the community's overall well-being”(NAS, Science Literacy 73). Q: What are “sufficient shared resources”?
- 3. Definition of community: “communities are groups of people who are functionally interconnected in a way that enables exchange of information and are typically defined by shared goals and interests”(NAS, Science Literacy 74).
- 4. “Communities” can be… • Geographic (people in the CDA area) • Genetic (e.g., those with the BRCA gene) • Occupational (e.g., mine workers) • Based in demographics (e.g., menopausal women) • Those who have common health issues (e.g. Celiac’s disease sufferers) • Others?
- 5. What kind of scientific issues are we talking about? • Environmental: pollutants (air/soil/water), changes to climate and other physical systems, watershed restoration, changes in resource availability, etc. • Popular epidemiology and disease • Public health • Agricultural • Technology • Other…?
- 6. What forms does community science literacy take? • Citizen science (becoming versed in scientific practice through participatory environmental monitoring, popular epidemiology, etc.) • Working with scientists, fundraisers, and policymakers on an issue • Direct action (e.g. EarthFirst!, Greenpeace, and other environmental activist groups)