Overview of the development of the Culture Bump Approach to differences and an introduction to the new Culture Bump App for University Classroom Differences
This blog is aimed at 7th grade students to increase their intrinsic motivation for learning English by giving them more autonomy over their learning. It will explore the differences between how students and parents use social networks today compared to methods of social communication before networks existed, and why it is important to know how to properly use social networks. Resources used will include research on past communication methods, slides comparing social networks over time, a video on potential dangers of misusing networks, and pictures of different social networks.
David Beckmann is a Lutheran pastor and founder of Bread for the World, a Christian organization aimed at ending world hunger. He has overseen anti-hunger projects in several countries and served at the World Bank for 15 years. Beckmann continues to advocate for reforms to US foreign assistance and anti-hunger programs, and has testified before Congress numerous times. Under his leadership, Bread for the World has helped double US funding for poverty-focused development and brought attention to global hunger issues.
An introduction to culture bumps and the culture bump approach and its application in business, military, education along with a brief overview of its historical development
Introducing international students to texas culture (1)culturebump21
This document outlines activities and multimedia resources for teaching ESL students about the Texas Revolution. It describes visits to historic battlegrounds and monuments, as well as presentations using images, videos, and maps, to enhance students' understanding of the realism and geography of the revolution. Specific activities are suggested for learning about pivotal battles like Goliad, The Alamo, and San Jacinto through first-hand experiences at reenactment sites, museums, and online curriculum. University events are also highlighted as a way for international students to connect past Texas history to modern culture.
The document discusses a fan reaction to seeing members of the boy band MAGCON and references interactions with friends about relationships and rare dinosaurs.
This document describes a student's family in English class. It lists the student's father, mother, sister, and then themselves. The student's teacher is Carlos Omar and the student is Kaire Kendy Jimenez Presenda studying the subject of English.
This document discusses bringing the history of the Texas Revolution to life for ESL students. It proposes using a day-to-day format to give students a sense of the realism and struggles during the events. Each day could focus on different aspects like geography, figures in the struggle, or battles. The immediacy of the format allows students to experience the daily struggles and makes it personal. It is also time efficient and can incorporate maps, questionnaires, and speaking activities. The format provides an opportunity for international students to apply lessons from the revolution to present-day Texas beliefs and values.
Este documento presenta información sobre el uso de recursos multimedia y tecnología en la educación. Explica que el objetivo es que los alumnos analicen los recursos humanos, tecnológicos y lenguajes para crear productos interactivos usando computadoras, y evalúa el proyecto en un 40%, dos parciales en 30% cada uno. También define términos como wikis, blogs y portafolios electrónicos, y explica cómo los profesores pueden usar estas herramientas en el aula.
This blog is aimed at 7th grade students to increase their intrinsic motivation for learning English by giving them more autonomy over their learning. It will explore the differences between how students and parents use social networks today compared to methods of social communication before networks existed, and why it is important to know how to properly use social networks. Resources used will include research on past communication methods, slides comparing social networks over time, a video on potential dangers of misusing networks, and pictures of different social networks.
David Beckmann is a Lutheran pastor and founder of Bread for the World, a Christian organization aimed at ending world hunger. He has overseen anti-hunger projects in several countries and served at the World Bank for 15 years. Beckmann continues to advocate for reforms to US foreign assistance and anti-hunger programs, and has testified before Congress numerous times. Under his leadership, Bread for the World has helped double US funding for poverty-focused development and brought attention to global hunger issues.
An introduction to culture bumps and the culture bump approach and its application in business, military, education along with a brief overview of its historical development
Introducing international students to texas culture (1)culturebump21
This document outlines activities and multimedia resources for teaching ESL students about the Texas Revolution. It describes visits to historic battlegrounds and monuments, as well as presentations using images, videos, and maps, to enhance students' understanding of the realism and geography of the revolution. Specific activities are suggested for learning about pivotal battles like Goliad, The Alamo, and San Jacinto through first-hand experiences at reenactment sites, museums, and online curriculum. University events are also highlighted as a way for international students to connect past Texas history to modern culture.
The document discusses a fan reaction to seeing members of the boy band MAGCON and references interactions with friends about relationships and rare dinosaurs.
This document describes a student's family in English class. It lists the student's father, mother, sister, and then themselves. The student's teacher is Carlos Omar and the student is Kaire Kendy Jimenez Presenda studying the subject of English.
This document discusses bringing the history of the Texas Revolution to life for ESL students. It proposes using a day-to-day format to give students a sense of the realism and struggles during the events. Each day could focus on different aspects like geography, figures in the struggle, or battles. The immediacy of the format allows students to experience the daily struggles and makes it personal. It is also time efficient and can incorporate maps, questionnaires, and speaking activities. The format provides an opportunity for international students to apply lessons from the revolution to present-day Texas beliefs and values.
Este documento presenta información sobre el uso de recursos multimedia y tecnología en la educación. Explica que el objetivo es que los alumnos analicen los recursos humanos, tecnológicos y lenguajes para crear productos interactivos usando computadoras, y evalúa el proyecto en un 40%, dos parciales en 30% cada uno. También define términos como wikis, blogs y portafolios electrónicos, y explica cómo los profesores pueden usar estas herramientas en el aula.
A step-by-step instruction for using the Culture Bump App for Different Behaviors in Global Classrooms - Especially useful for ESL teachers and other teachers with students from different backgrounds.
The document provides an overview of culture bumps and global studies. It defines a culture bump as a difference that catches one's attention in how something is said or done. The document outlines the historical context of multicultural education and cross-cultural communication since the 1950s. It also describes the culture bump approach, which focuses on understanding individuals, rather than cultural groups, by examining specific differences. The culture bump method uses 8 steps to help people expand their understanding of their own and other cultures.
Developing Students' Intercultural Awareness of Products, Practices, and Pers...Fabrizio Fornara
This study examines how using Instagram for intercultural explorations and reflections can help develop foreign language students' intercultural competence. Eighteen Italian students used Instagram to explore themes of everyday Italian culture over six weeks. Students observed cultural products and practices on Instagram, discussed them in class chats, and completed reflection assignments. Results showed that Instagram allowed students to autonomously learn about and compare cultures, though continuous guidance was needed. Students developed awareness and understanding of some cultural products, practices, and perspectives through Instagram, though interpreting perspectives remained challenging. The study provides recommendations for using mobile social media to foster intercultural learning.
Wal humn4009 01_a_en-cc.mp4_week 1 what is culturewelcomeIRESH3
This document provides an overview of the first week's materials for a course on cultural humility and diversity. The week introduces the concept of culture and how each person is socialized into their own unique cultural norms from an early age. It discusses how culture influences beliefs, values and behaviors in invisible ways. The document outlines learning objectives around defining key terms, identifying personal culture, and analyzing socialization experiences. Assignments include reflecting on socialization and the diversity of one's surroundings using a worksheet to increase self-awareness of one's own culture before understanding other cultures.
This document provides information on learning objectives and activities to discuss culture, society, and politics. The objectives are to discuss the concept of culture, identify Filipino culture and traditions, and discuss technology, social change, and political identities. Several activities are outlined to explore cultural traditions in the Philippines, similarities and differences between individuals, and the impact of those factors on communities. Concepts of culture, society, and politics are also defined.
Top Essay Writing Service - Best Essay Writing Service UK 2020 - Essay ...Nicole Savoie
This document discusses key steps for effective estate planning. It recommends creating a will, naming beneficiaries for financial accounts and life insurance policies, setting up a living trust, and considering long-term care insurance. Taking these basic steps can help ensure assets are protected and transferred according to one's wishes upon death or incapacity.
MYP Unit Plan Yr 8-Changing societies explorationaissaigon
This unit plan summarizes an 8-week unit on changing societies for an 8th grade Humanities class. The unit focuses on how exploration impacted indigenous societies in Australia and North America. Students will examine changes triggered by exploration and compare indigenous cultures before and after contact. The key assessment asks students to write a script for a play demonstrating changes from exploration and explain the intended impact on the audience. Learning activities include research, documentaries, timelines and maps to develop understanding of indigenous cultures and changes over time. Reflection on the unit noted some students struggled with comparing two cultures simultaneously and it may have been better to focus on one at a time.
The document provides tips for teachers to help students explore culture in their language learning. It discusses defining culture, making students aware of how culture impacts their lives, highlighting visible and hidden aspects of culture, showing how cultures can value the same things differently, explaining how culture works using dimensions like individualism/collectivism, and building awareness of cultural adjustment stress. The overall goal is for students to develop cultural understanding and competence.
This document provides materials for two lessons on cultural identity and communication for international students. Lesson 1 focuses on defining culture and cultural identity. Students will discuss their perceptions of American culture and how their own cultures are perceived. They will also reflect on how culture impacts communication. Lesson 2 focuses on differences in communication styles and the concept of small talk. Students will learn about small talk in American culture and ways to engage in small talk. The lessons aim to help students understand cultural diversity and communication challenges as international students.
This document summarizes a presentation about encouraging inclusiveness and diversity in online education. It discusses the importance of diversity in education and common assumptions made about online environments. It also provides strategies for instructors to create an inclusive online environment through awareness of their own biases, establishing community standards and expectations for civil discourse, and managing potential conflicts respectfully by addressing issues rather than attacking individuals.
This document summarizes a presentation about encouraging inclusiveness and diversity in online education. It discusses the importance of diversity in education and common assumptions made about online environments. It also provides strategies for instructors to create an inclusive online environment through awareness of their own biases, establishing community standards, and managing potential conflicts respectfully.
3 option , choose one to write itActivity 3 Option 1Ethn.docxtamicawaysmith
3 option , choose one to write it
Activity 3 Option 1
Ethnography of an Indigenous Culture
This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them.
To successfully complete this activity, you will need to consult:
· your textbook
· Web sites -- no encyclopedia!
· Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper).
You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites:
Wikipedia Indigenous Peoples
Center for World Indigenous Studies
Indigenous Node of the World Wide Web Virtual Library
I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on.
This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity.
When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it.
· Include the complete address of any and all Web sites you use
Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course.
1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!)
2. Where is thisculture geographically located? Cite if you quote.
3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why?
4. How have these people adapted to their physical environment?
5. Is this a preliterate or literate culture? Explain.
6. How are mates selected? (Think on a cultural basis.)
7. How is descent traced? Describe ...
This document contains information and assignments for an education course (EDU 639) on multicultural education. It includes links to tutorials and documents for weekly discussion questions and assignments that address topics like the socio-historical context of multicultural education, bias and social psychology, gender and racism issues in schools, forms of segregation, and approaches to bilingual education. The course materials are meant to help students explore and reflect on issues of diversity, inclusion, and social justice in educational contexts.
1) Digital communication through devices like cell phones is becoming more common than face-to-face interaction, as seen when the author noticed everyone at a campus food court looking at their phones.
2) Previously, second language learning focused only on spelling, grammar, and blackboard instruction, which is passive for students. Technology like the internet allows more active learning through message boards and exposure to authentic language use.
3) Updating textbooks is impossible to keep fully current, so technology and online sources are important to supplement materials and current events in social studies.
Mastering a New Language for Student Development: Considering a Broader Theor...CIEE
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
Education wasn’t what he wanted to perform on the world, me incl.docxjack60216
1. The document discusses the importance and objectives of a course on tourism and cross-cultural behavior. It explains that tourism is the world's largest industry and it is important to understand its environmental, economic, and social impacts.
2. The course aims to help students understand different cultures and how cultural differences influence tourist experiences and satisfaction. It also seeks to promote cultural understanding and sustainability through tourism.
3. The document outlines the course requirements, including exams, quizzes, a portfolio project, and a required reading from the book Mountains Beyond Mountains. It provides policies on academic integrity, accommodations, and grading.
This activity aims to help adult learners, especially those with a migration background, understand that individuals have multiple social and cultural identities that may shift over time and contexts. It involves three steps: (1) Participants draw representations of the identities that influence their values, such as gender, ethnicity, education and group memberships; (2) Those with a migration background indicate how identities have changed between their origin and host countries; (3) Learners reflect on personal resources and competencies gained through migration that help with integration. Debriefing discussions center on exploring intersections between identities and how they have remained the same or changed through migration. The activity aims to help valorize learners' migration experiences and shifting identities.
Gramling ENG 105 Essay 2 Prompt – Fall 2019 Fall 2019 E.docxshericehewat
Gramling ENG 105
Essay 2 Prompt – Fall 2019
Fall 2019: English 105
Essay 2: Making Conversation (Focus Group)
Length: @ 5 pages
Focus Group Questions / Rough Draft due: At conference (Week of Sept 30th – Oct 4th)
Focus Group Summary due: Monday, October 7th
Revision Draft due / Peer Review: Friday, October 11th
Final Draft Due: Wednesday, October 16th (Note: This is the day before fall break. If you are
absent that day, you are still responsible for turning in your essay on time.)
Essay Prompt:
One of the oft-stated goals for travel is to encounter difference: different cultures, ways of life,
and experiences. While not specifically focused on traveling, Kwame Anthony Appiah’s
“Making Conversation” asserts that in contemporary society such encounters with difference are
“inevitable” as the world becomes more interconnected both online and off (xxi). For that reason,
he encourages his readers to actively engage in conversation with others in order to “develop
habits of coexistence” (xix).
For Essay 2 you will choose a topic and research question related to travel, cosmopolitanism
and/or globalism. This may come directly from Appiah’s essay or from your own interests. To
explore this topic & question, you will convene a small focus group (4-8 people) and
stimulate/facilitate a discussion with them. During the focus group you should ask thoughtful
questions and record the groups’ responses; however, as facilitator you should remain neutral to
encourage an open and free discussion. For a more dynamic conversation, try to get a diverse
mix of participants (rather than a group from a single club or geographical location, for
example). You will also need written, signed permission from each member of your focus group
(A possible form is posted on Blackboard under Assignments.)
The first part of the process for this essay will be a 1:1 conference with me the week of Sept.
30th. You will need to bring 2 things to the conference: 1) Rough draft – at least 1-1 ½ pages in
which you discuss your interest in your chosen topic, your background knowledge of your topic,
and the ideas you want to explore in your focus group (this should form the beginning of your
essay); and 2) Sample questions – at least 5-8 possible questions for your group (we will discuss
how to construct good questions in class).
You need to conduct your Focus Group between September 30th and October 6th. On Monday,
October 7th, a summary of your focus group responses is due in class. The responses will be the
evidence for your final essay in which you present both an overview and an analysis of the
results. Rather than simply presenting a transcript, you should highlight specific themes and
perspectives from the group. As with Essay 1, your analysis should focus on specific aspects of
the conversation that you find intriguing and which would be interesting and/or important for
your readers.
Running head: FOCUS GROUP SUMM ...
The document provides an overview of a workshop on understanding culture differences using the Culture Bump approach. It introduces the four main Culture Bump tools: 1) using a common language, 2) redefining culture, 3) an 8-step process for responding to differences, and 4) understanding the cultural adjustment cycle. The workshop covers exploring different types of cultural information, defining what a culture bump is, practicing identifying different identity "bits and pieces", going through the 8 steps for responding to culture bumps, and learning about the cultural adjustment cycle people experience when moving between cultures.
Questions & Answers for Connection copy.pptculturebump21
This document summarizes a presentation given to students about cultural differences, or "culture bumps", experienced by international students in the USA. The presentation includes videos of international students describing culture bumps they experienced and posing questions to audience members. Audience members select answers to the students' questions, which are then revealed and discussed. The presentation aims to increase understanding between cultures by highlighting differences and having respectful conversations.
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A step-by-step instruction for using the Culture Bump App for Different Behaviors in Global Classrooms - Especially useful for ESL teachers and other teachers with students from different backgrounds.
The document provides an overview of culture bumps and global studies. It defines a culture bump as a difference that catches one's attention in how something is said or done. The document outlines the historical context of multicultural education and cross-cultural communication since the 1950s. It also describes the culture bump approach, which focuses on understanding individuals, rather than cultural groups, by examining specific differences. The culture bump method uses 8 steps to help people expand their understanding of their own and other cultures.
Developing Students' Intercultural Awareness of Products, Practices, and Pers...Fabrizio Fornara
This study examines how using Instagram for intercultural explorations and reflections can help develop foreign language students' intercultural competence. Eighteen Italian students used Instagram to explore themes of everyday Italian culture over six weeks. Students observed cultural products and practices on Instagram, discussed them in class chats, and completed reflection assignments. Results showed that Instagram allowed students to autonomously learn about and compare cultures, though continuous guidance was needed. Students developed awareness and understanding of some cultural products, practices, and perspectives through Instagram, though interpreting perspectives remained challenging. The study provides recommendations for using mobile social media to foster intercultural learning.
Wal humn4009 01_a_en-cc.mp4_week 1 what is culturewelcomeIRESH3
This document provides an overview of the first week's materials for a course on cultural humility and diversity. The week introduces the concept of culture and how each person is socialized into their own unique cultural norms from an early age. It discusses how culture influences beliefs, values and behaviors in invisible ways. The document outlines learning objectives around defining key terms, identifying personal culture, and analyzing socialization experiences. Assignments include reflecting on socialization and the diversity of one's surroundings using a worksheet to increase self-awareness of one's own culture before understanding other cultures.
This document provides information on learning objectives and activities to discuss culture, society, and politics. The objectives are to discuss the concept of culture, identify Filipino culture and traditions, and discuss technology, social change, and political identities. Several activities are outlined to explore cultural traditions in the Philippines, similarities and differences between individuals, and the impact of those factors on communities. Concepts of culture, society, and politics are also defined.
Top Essay Writing Service - Best Essay Writing Service UK 2020 - Essay ...Nicole Savoie
This document discusses key steps for effective estate planning. It recommends creating a will, naming beneficiaries for financial accounts and life insurance policies, setting up a living trust, and considering long-term care insurance. Taking these basic steps can help ensure assets are protected and transferred according to one's wishes upon death or incapacity.
MYP Unit Plan Yr 8-Changing societies explorationaissaigon
This unit plan summarizes an 8-week unit on changing societies for an 8th grade Humanities class. The unit focuses on how exploration impacted indigenous societies in Australia and North America. Students will examine changes triggered by exploration and compare indigenous cultures before and after contact. The key assessment asks students to write a script for a play demonstrating changes from exploration and explain the intended impact on the audience. Learning activities include research, documentaries, timelines and maps to develop understanding of indigenous cultures and changes over time. Reflection on the unit noted some students struggled with comparing two cultures simultaneously and it may have been better to focus on one at a time.
The document provides tips for teachers to help students explore culture in their language learning. It discusses defining culture, making students aware of how culture impacts their lives, highlighting visible and hidden aspects of culture, showing how cultures can value the same things differently, explaining how culture works using dimensions like individualism/collectivism, and building awareness of cultural adjustment stress. The overall goal is for students to develop cultural understanding and competence.
This document provides materials for two lessons on cultural identity and communication for international students. Lesson 1 focuses on defining culture and cultural identity. Students will discuss their perceptions of American culture and how their own cultures are perceived. They will also reflect on how culture impacts communication. Lesson 2 focuses on differences in communication styles and the concept of small talk. Students will learn about small talk in American culture and ways to engage in small talk. The lessons aim to help students understand cultural diversity and communication challenges as international students.
This document summarizes a presentation about encouraging inclusiveness and diversity in online education. It discusses the importance of diversity in education and common assumptions made about online environments. It also provides strategies for instructors to create an inclusive online environment through awareness of their own biases, establishing community standards and expectations for civil discourse, and managing potential conflicts respectfully by addressing issues rather than attacking individuals.
This document summarizes a presentation about encouraging inclusiveness and diversity in online education. It discusses the importance of diversity in education and common assumptions made about online environments. It also provides strategies for instructors to create an inclusive online environment through awareness of their own biases, establishing community standards, and managing potential conflicts respectfully.
3 option , choose one to write itActivity 3 Option 1Ethn.docxtamicawaysmith
3 option , choose one to write it
Activity 3 Option 1
Ethnography of an Indigenous Culture
This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them.
To successfully complete this activity, you will need to consult:
· your textbook
· Web sites -- no encyclopedia!
· Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper).
You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites:
Wikipedia Indigenous Peoples
Center for World Indigenous Studies
Indigenous Node of the World Wide Web Virtual Library
I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on.
This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity.
When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it.
· Include the complete address of any and all Web sites you use
Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course.
1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!)
2. Where is thisculture geographically located? Cite if you quote.
3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why?
4. How have these people adapted to their physical environment?
5. Is this a preliterate or literate culture? Explain.
6. How are mates selected? (Think on a cultural basis.)
7. How is descent traced? Describe ...
This document contains information and assignments for an education course (EDU 639) on multicultural education. It includes links to tutorials and documents for weekly discussion questions and assignments that address topics like the socio-historical context of multicultural education, bias and social psychology, gender and racism issues in schools, forms of segregation, and approaches to bilingual education. The course materials are meant to help students explore and reflect on issues of diversity, inclusion, and social justice in educational contexts.
1) Digital communication through devices like cell phones is becoming more common than face-to-face interaction, as seen when the author noticed everyone at a campus food court looking at their phones.
2) Previously, second language learning focused only on spelling, grammar, and blackboard instruction, which is passive for students. Technology like the internet allows more active learning through message boards and exposure to authentic language use.
3) Updating textbooks is impossible to keep fully current, so technology and online sources are important to supplement materials and current events in social studies.
Mastering a New Language for Student Development: Considering a Broader Theor...CIEE
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
Education wasn’t what he wanted to perform on the world, me incl.docxjack60216
1. The document discusses the importance and objectives of a course on tourism and cross-cultural behavior. It explains that tourism is the world's largest industry and it is important to understand its environmental, economic, and social impacts.
2. The course aims to help students understand different cultures and how cultural differences influence tourist experiences and satisfaction. It also seeks to promote cultural understanding and sustainability through tourism.
3. The document outlines the course requirements, including exams, quizzes, a portfolio project, and a required reading from the book Mountains Beyond Mountains. It provides policies on academic integrity, accommodations, and grading.
This activity aims to help adult learners, especially those with a migration background, understand that individuals have multiple social and cultural identities that may shift over time and contexts. It involves three steps: (1) Participants draw representations of the identities that influence their values, such as gender, ethnicity, education and group memberships; (2) Those with a migration background indicate how identities have changed between their origin and host countries; (3) Learners reflect on personal resources and competencies gained through migration that help with integration. Debriefing discussions center on exploring intersections between identities and how they have remained the same or changed through migration. The activity aims to help valorize learners' migration experiences and shifting identities.
Gramling ENG 105 Essay 2 Prompt – Fall 2019 Fall 2019 E.docxshericehewat
Gramling ENG 105
Essay 2 Prompt – Fall 2019
Fall 2019: English 105
Essay 2: Making Conversation (Focus Group)
Length: @ 5 pages
Focus Group Questions / Rough Draft due: At conference (Week of Sept 30th – Oct 4th)
Focus Group Summary due: Monday, October 7th
Revision Draft due / Peer Review: Friday, October 11th
Final Draft Due: Wednesday, October 16th (Note: This is the day before fall break. If you are
absent that day, you are still responsible for turning in your essay on time.)
Essay Prompt:
One of the oft-stated goals for travel is to encounter difference: different cultures, ways of life,
and experiences. While not specifically focused on traveling, Kwame Anthony Appiah’s
“Making Conversation” asserts that in contemporary society such encounters with difference are
“inevitable” as the world becomes more interconnected both online and off (xxi). For that reason,
he encourages his readers to actively engage in conversation with others in order to “develop
habits of coexistence” (xix).
For Essay 2 you will choose a topic and research question related to travel, cosmopolitanism
and/or globalism. This may come directly from Appiah’s essay or from your own interests. To
explore this topic & question, you will convene a small focus group (4-8 people) and
stimulate/facilitate a discussion with them. During the focus group you should ask thoughtful
questions and record the groups’ responses; however, as facilitator you should remain neutral to
encourage an open and free discussion. For a more dynamic conversation, try to get a diverse
mix of participants (rather than a group from a single club or geographical location, for
example). You will also need written, signed permission from each member of your focus group
(A possible form is posted on Blackboard under Assignments.)
The first part of the process for this essay will be a 1:1 conference with me the week of Sept.
30th. You will need to bring 2 things to the conference: 1) Rough draft – at least 1-1 ½ pages in
which you discuss your interest in your chosen topic, your background knowledge of your topic,
and the ideas you want to explore in your focus group (this should form the beginning of your
essay); and 2) Sample questions – at least 5-8 possible questions for your group (we will discuss
how to construct good questions in class).
You need to conduct your Focus Group between September 30th and October 6th. On Monday,
October 7th, a summary of your focus group responses is due in class. The responses will be the
evidence for your final essay in which you present both an overview and an analysis of the
results. Rather than simply presenting a transcript, you should highlight specific themes and
perspectives from the group. As with Essay 1, your analysis should focus on specific aspects of
the conversation that you find intriguing and which would be interesting and/or important for
your readers.
Running head: FOCUS GROUP SUMM ...
Similar to Culture Bump App for Global University Classroom Differences (20)
The document provides an overview of a workshop on understanding culture differences using the Culture Bump approach. It introduces the four main Culture Bump tools: 1) using a common language, 2) redefining culture, 3) an 8-step process for responding to differences, and 4) understanding the cultural adjustment cycle. The workshop covers exploring different types of cultural information, defining what a culture bump is, practicing identifying different identity "bits and pieces", going through the 8 steps for responding to culture bumps, and learning about the cultural adjustment cycle people experience when moving between cultures.
Questions & Answers for Connection copy.pptculturebump21
This document summarizes a presentation given to students about cultural differences, or "culture bumps", experienced by international students in the USA. The presentation includes videos of international students describing culture bumps they experienced and posing questions to audience members. Audience members select answers to the students' questions, which are then revealed and discussed. The presentation aims to increase understanding between cultures by highlighting differences and having respectful conversations.
This document discusses the cultural adjustment cycle people experience when moving between cultures. It describes the various stages of entering a new culture, including an initial honeymoon period, culture shock, adjustment, mental isolation, and finally acceptance and integration into the new culture. Similarly, when re-entering one's home culture, people may experience return anxiety before leaving, a brief return honeymoon period, and then re-entry shock as they readjust and find ways to reintegrate their overseas experiences. Successfully navigating these cultural adjustment cycles involves strategies like creating mementos, finding language exchange partners, and connecting with other returnees.
This document outlines a power point presentation on culture bump and global studies. It defines culture bump as occurring when expectations of behavior differ across cultures during an interaction. It then provides an overview of the facilitators and the mission of culture bump, which is to provide tools and confidence for intercultural interaction. The presentation also discusses defining and reframing culture, identifying different cultural groupings or "bits and pieces", exploring perceptions and biases, and finding common ground and universal themes across cultures.
The document is a quiz that asks the reader to identify locations based on images. It presents multiple choice questions about the locations of Madras, India; Chiapas, Mexico; Tokyo, Japan; Rome, Italy; Accra, Ghana; and Paris, France.
Brief description of pilot project for creating community with immigrants and American born. Uses the Culture Bump Approach to ensure deep and lasting connections that include understanding of differences and conscious creation of common ground
There are typically six phases of retirement:
1. Pre-retirement involves disengaging from the workplace and planning for retirement.
2. The honeymoon phase involves feeling like one is on permanent vacation after retiring.
3. The immediate retirement phase involves continuing activities from before but without work.
4. The rest and relaxation phase involves low activity as the body adjusts to less work.
5. The disenchantment phase involves disappointment in the loss of productivity and purpose.
6. The reorientation phase involves developing new routines and purpose in retirement years.
Lucy Mae comes from a large family of 14 children born to cotton farmers in Texas. She has lived in Texas her whole life and still resides independently in her own home, though she receives daily check-ins from helpers. Lucy Mae prefers to live independently rather than move in with her children, and is curious about aging and independence in other countries.
Carol grew up on a cotton farm in West Texas with her parents and four sisters. She enjoyed listening to stories from her father and grandmother about life on the farm. As a child, Carol's maternal grandfather used to help bathe her. After he passed away, her grandmother came to live with them. Carol now teaches English as a second language and wrote this book to share stories from her family and culture with students. The book will explore "culture bumps", which are instances when different cultures interact with each other.
Carol grew up on a cotton farm in West Texas with her parents and four sisters. She enjoyed listening to stories from her father and grandmother about life on the farm. As a child, Carol's maternal grandfather used to help bathe her. After he passed away, her grandmother came to live with them. Carol now teaches English as a second language and wrote a book to share stories from her family and culture with students to promote understanding between people.
Disagreeing & Negotiating in American culture culturebump21
1. A student disagrees covertly with a professor about a homework assignment by saying "I'm not sure I fully understood the instructions. Could you explain what you want us to do?"
2. A employee disagrees overtly with their boss by saying "I don't think the figures provided reflect an accurate tally. It seems we need to re-examine the numbers."
3. A group negotiates creating a symbol by each proposing an element and compromising, with one saying "What if we combined these ideas into one image?" and another responding "That could work, let me sketch something out."
This tutorial presentation provides a step-by-step guide on how to use Facebook, the popular social media platform. In simple and easy-to-understand language, this presentation explains how to create a Facebook account, connect with friends and family, post updates, share photos and videos, join groups, and manage privacy settings. Whether you're new to Facebook or just need a refresher, this presentation will help you navigate the features and make the most of your Facebook experience.
This tutorial presentation offers a beginner-friendly guide to using THREADS, Instagram's messaging app. It covers the basics of account setup, privacy settings, and explores the core features such as close friends lists, photo and video sharing, creative tools, and status updates. With practical tips and instructions, this tutorial will empower you to use THREADS effectively and stay connected with your close friends on Instagram in a private and engaging way.
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EASY TUTORIAL OF HOW TO USE REMINI BY: FEBLESS HERNANEFebless Hernane
Using Remini is easy and quick for enhancing your photos. Start by downloading the Remini app on your phone. Open the app and sign in or create an account. To improve a photo, tap the "Enhance" button and select the photo you want to edit from your gallery. Remini will automatically enhance the photo, making it clearer and sharper. You can compare the before and after versions by swiping the screen. Once you're happy with the result, tap "Save" to store the enhanced photo in your gallery. Remini makes your photos look amazing with just a few taps!
EASY TUTORIAL OF HOW TO USE G-TEAMS BY: FEBLESS HERNANEFebless Hernane
Using Google Teams (G-Teams) is simple. Start by opening the Google Teams app on your phone or visiting the G-Teams website on your computer. Sign in with your Google account. To join a meeting, click on the link shared by the organizer or enter the meeting code in the "Join a Meeting" section. To start a meeting, click on "New Meeting" and share the link with others. You can use the chat feature to send messages and the video button to turn your camera on or off. G-Teams makes it easy to connect and collaborate with others!
Lifecycle of a GME Trader: From Newbie to Diamond Handsmediavestfzllc
Your phone buzzes with a Reddit notification. It's the WallStreetBets forum, a cacophony of memes, rocketship emojis, and fervent discussions about Gamestop (GME) stock. A spark ignites within you - a mix of internet bravado, a rebellious urge to topple the hedge funds (remember Mr. Mayo?), and maybe that one late-night YouTube rabbit hole about tendies. You decide to YOLO (you only live once, right?).
Ramen noodles become your new best friend. Every spare penny gets tossed into the GME piggy bank. You're practically living on fumes, but the dream of a moonshot keeps you going. Your phone becomes an extension of your hand, perpetually glued to the GME ticker. It's a roller-coaster ride - every dip a stomach punch, every rise a shot of adrenaline.
Then, it happens. Roaring Kitty, the forum's resident legend, fires off a cryptic tweet. The apes, as the GME investors call themselves, erupt in a frenzy. Could this be it? Is the rocket finally fueled for another epic launch? You grip your phone tighter, heart pounding in your chest. It's a wild ride, but you're in it for the long haul.
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISMAJHSSR Journal
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
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The Evolution of SEO: Insights from a Leading Digital Marketing AgencyDigital Marketing Lab
Explore the latest trends in Search Engine Optimization (SEO) and discover how modern practices are transforming business visibility. This document delves into the shift from keyword optimization to user intent, highlighting key trends such as voice search optimization, artificial intelligence, mobile-first indexing, and the importance of E-A-T principles. Enhance your online presence with expert insights from Digital Marketing Lab, your partner in maximizing SEO performance.
Telegram is a messaging platform that ushers in a new era of communication. Available for Android, Windows, Mac, and Linux, Telegram offers simplicity, privacy, synchronization across devices, speed, and powerful features. It allows users to create their own stickers with a user-friendly editor. With robust encryption, Telegram ensures message security and even offers self-destructing messages. The platform is open, with an API and source code accessible to everyone, making it a secure and social environment where groups can accommodate up to 200,000 members. Customize your messenger experience with Telegram's expressive features.
Project Serenity is an innovative initiative aimed at transforming urban environments into sustainable, self-sufficient communities. By integrating green architecture, renewable energy, smart technology, sustainable transportation, and urban farming, Project Serenity seeks to minimize the ecological footprint of cities while enhancing residents' quality of life. Key components include energy-efficient buildings, IoT-enabled resource management, electric and autonomous transportation options, green spaces, and robust waste management systems. Emphasizing community engagement and social equity, Project Serenity aspires to serve as a global model for creating eco-friendly, livable urban spaces that harmonize modern conveniences with environmental stewardship.
Culture Bump App for Global University Classroom Differences
1. Culture Bumps in Global Classrooms:
Classroom Differences and Commonalities
•
2. OVERVIEW
I Culture Bump Foundations
A little history
A little theory
II Culture Bump App
What it looks like
How to use it
How to get it
3. What is a culture bump?
• A culture bump is
merely a cultural
difference….
• Watch two young
men as they culture
bump…Josh from
the USA and Mazen
from Syria
4.
5. What is a culture bump?
A culture bump is merely a cultural difference….
• An “apparent absurdity” - Hans Georg Gadamer
• A “cultural trace” - Martine Abdallah-Pretceille
6. 1978
• Cross Cultural
Communication
• Course developed
• for LCC at advanced
level
• For students
• For teachers
• Best Practices
Stanford U Institute
– LSU: Pierre Casse
– UT – Dana Adelman
– Corporate training
• George Renwick &
Associates
• http://www.culturebu
mp.com/uncategorize
d/the-beginnings-of-
the-culture-bump-
journey
7. 1980s
• Cross Cultural
Communication
• Course developed
• for LCC at advanced
level
• Became a reverse
ICW
– Perceptions
– Cultural Values
– Communication
– Cultural Adjustment
But with Culture Bump
added…
Living with Strangers in
the USA
8. 1990
• Cross Cultural
Communication
• Course developed
• for LCC at advanced
level
• https://www.youtube
.com/watch?v=rGOq
JHPrJHk
• Basic course with
text (ICW)
• Advanced course
built on the basic
course
• Advanced Individual
Coaching
9. 2004
• Toolkit for Culture &
Communication
Marketed through the
Intellectual Property of
UH and Continuing
Education at UH
10. Toolkit for Culture and Communication
Perceptions
Culture
Bump
Values &
Behaviors
Communication
Human
Commonalities
Emotional
Intelligenc
e
Cultural
Adjustment
11. 2010
• Toolkit for Culture &
Communication
Licensed to Auburn
University
Faculty Development
Publishing
Train Trainers
Outreach K-12
On-line classes
Training EFL teachers
Cyber training with
students
15. Showing respect to teacher by using two
hands
What is the difference between looking at this before or after you
have examined your own “expected” behavior for showing respect
to a teacher?
16. Culture Bump Protocol
1. Pinpoint the bump
2. Describe what he/she did
3. Describe what you did
4. List your emotions when it happened
5. Find the universal situation in the incident when it
happened
6. List your expectations for that universal
7. Find the meaning for you when your expectations
are met
8. Have a conversation with “them” about how they
find that meaning
17. Global Classroom Culture
Bump App
1. Pinpoints a bump
2. Describes behavior in USA
3. Describes behavior in____
4. Regarding a universal situation in university
classrooms
5. Clarifies and contextualizes expectations for that
universal
18. Expected behavior that is
learned in context allows…
1. The new behavior
to be demonstrated
2. Practiced
3. Learned
without
damaging self
4. Transferred
and adapted to
other situations
20. This is a conversation about life – about
living life
• A conversation that can continue for a
very long time and one that deepens
our human connection…
• Includes cultural information but
• Allows for personal and individuality
• Includes self-reflection
21. What does the app look like?
Select continent of origin...
28. Countries include
• China, India, Korea
Thailand, Vietnam
• Japan
• Mali, Angola,
Ivory Coast,
Congo
• Mexico,
Venezuela, Brazil,
Colombia
• Saudi Arabia,
Kuwait, Iraq,
Jordan, Egypt,
Libya, Turkey
29. How to use the app
Step 1. Put students from the same or
culturally similar backgrounds together.
Have them look at each of the categories
and decide if the behaviors are accurate
for their country (or region). They can
make notes on any changes.
30. How to use the app
Step 2. Have students sit in culturally
diverse groups and share their answers.
31. How to use the app
Step 3. Still in the diverse groups, have
the students describe in detail the
behaviors in USA classrooms.
32. How to use the app
Step 4. As the groups share their
answers with one another and with you,
you can add the nuances.
e.g. Not all professors like students to eat
or drink in class. How do they “let” the
students know they don’t like it?
33. How to use the app
Step 5. As the groups share their
answers with one another and with you,
you can give the students your
expectations in your class – and an
explanation for why you expect that
behavior.
34. How to use the app
Step 6. Still in culturally diverse groups,
have the students describe how they
“feel” when they do each of the behaviors
back in their home country.
35. How to use the app
Step 7. Still in culturally diverse groups,
have the students interview American-
born students about their behavior in the
classroom and their feelings about the
behavior.
36. How to use the app
Step 8. Students can use the behaviors
to create a “Chart of expected behaviors”
to facilitate their own learning in the
classroom...
37. How to use the app
Step 9. Other activities can emerge from
the work such as comparison and
contrast writing or descriptive writing.
38. How to get the Culture Bump
Global Classroom App
• 1. Register on www.culturebump.com
• 2. Follow Carol Archer@culturebump
on twitter
• 3. Leave your contact information today