The document discusses different theories of audience categorization, including those proposed by Burton, Hartley, and Fiske. Burton identifies socially grouped and media grouped audiences. Hartley expands on Burton's social groupings, identifying 7 subjectivities including self, gender, age, family, class, nation, and ethnicity. Fiske discusses additional categories such as education level, religion, political allegiance, region, and urban vs. rural distinctions. The document also lists the UK's social status classifications from A to E.
The perception of power is a cultural phenomenon. Different cultures accept the dynamic of power in very different ways. Some accept unequally distributed power as a natural part of the professional world, where other cultures engage and view that power is equal among contributors. This cultural concept is known as power distance. When in a high power distance culture the relationship between bosses and subordinates is one of dependence. When in a low power distance society the relationship between bosses and subordinates is one of interdependence. Knowledge of how you and your team perceive power and accept structure will impact the ease of communication and affect leadership style choices. Culture is a powerful dynamic that helps us understand and be more specific about relationship conflicts and triumphs.
Learning Objectives: Increase professional development, awareness, and communication strategies.
Outcomes-At the end of the seminar, participants will be able to:
a. Leaders share Cultural challenges and triumphs
b. Identify core issues and strategies to manage communication diversity
c. Explore potential impact of language on confidence and perceived value
d. Examine leadership styles and principles to accommodate power distance cultural factors
e. Explore workplace communication and effectiveness
The perception of power is a cultural phenomenon. Different cultures accept the dynamic of power in very different ways. Some accept unequally distributed power as a natural part of the professional world, where other cultures engage and view that power is equal among contributors. This cultural concept is known as power distance. When in a high power distance culture the relationship between bosses and subordinates is one of dependence. When in a low power distance society the relationship between bosses and subordinates is one of interdependence. Knowledge of how you and your team perceive power and accept structure will impact the ease of communication and affect leadership style choices. Culture is a powerful dynamic that helps us understand and be more specific about relationship conflicts and triumphs.
Learning Objectives: Increase professional development, awareness, and communication strategies.
Outcomes-At the end of the seminar, participants will be able to:
a. Leaders share Cultural challenges and triumphs
b. Identify core issues and strategies to manage communication diversity
c. Explore potential impact of language on confidence and perceived value
d. Examine leadership styles and principles to accommodate power distance cultural factors
e. Explore workplace communication and effectiveness
Joe McVeigh and Ann Wintergerst describe ways ot integrate the teaching of culture and social identity. Download the handout here: www.joemcveigh.org/resources
https://www.youtube.com/watch?v=Br7XGAwC80E
Intercultural Competence?
https://www.youtube.com/watch?v=XUO59Emi3eo
Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
Mind Set
Similarities: Differences
Heart Set
Self-esteem
Self-monitoring
Empathy
Open-mindedness
Reserving judgment
Socially relaxed
Skill Set
Agility
Message skills
Appropriate self-disclosure
Behavioral flexibility
Interaction management
(Louise Giesbrecht and Janet M. Bennett, PhD, 2013)
Key terms for Intercultural Competence and Civic
Engagement Project
Ingroup
The groups to which we belong that enhance our perceptions of self. They are important to our self-esteem. We are typically favorably biased about our ingroups and ingroup members.
Outgroup
The groups to which we do not belong, and to whom we may develop biases and/or prejudice (if threatened).
Culture
Culture includes the following
History
Politics
Economics
Communication styles
Set of values, beliefs, traditions and practices, norms, and attitudes
And is shared within a group and transmitted to other members
She may eat primarily Korean with her family, speak Korean in her home, and celebrate the Korean New Year.
Additionally, this person may be a practicing Korean Buddhist who honors sacred Buddhist holidays with visits to a temple, or an altar to deceased ancestors in her home, and special foods.
She may feel a special obligation to take care of her aging parents when they can no longer take care of themselves.
And, she may enjoy American music, eat Mexican food, and celebrate the 4th of July and Thanksgiving with her friends.
9
Worldview
Cognitive and affective lens through which people construe their experiences and make sense of the world around them.
How would you characterize the worldview of the man in the video?
Civic Engagement
Active participation in the public life of a local, national, and/or global community in an informed, committed, and constructive manner. Civic engagement includes focusing on a shared or common goal that enhances the defined “community.”
Civic engagement can start by learning about how to get involved with the intention of becoming involved in a shared goal.
Adapted from Balls Organista, P., Marin, G., & Chun, K.M. (2010). The Psychology of Ethnic Groups in the United States. Thousand Oaks, CA: Sage Publications, Inc.
PARTNERS IN SOCIAL RESPONSIBILITY AND INTERCULTURAL COMPETENCE
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes:
1. Knowledge of your own culture and how it has shaped your world view.
2. Knowledge of significant characteristics of other cultures.
3. Awareness of differences and similarities in cultures.
4. Ability to adjust y ...
Identity and RepresentationContext and DescriptionWhen we ar.docxflonayrton46696
Identity and Representation
Context and Description
When we are asked about our identity, often we describe it in terms of the groups that we belong to, such as a sports team, club or other kinds of social groups. We may also mention our school, occupation or a specific workplace. We may think of our identity in terms of our gender, ethnicity or nationality. Where we live--the neighborhood or type of residence--may also influence our sense of who we are. The languages we speak in those groups also shapes our sense of who we are and how others see us. When we encounter a member of groups other than our own, sometimes it becomes necessary to reflect on and explain the values, assumptions and practices of the groups we belong to in order to resolve conflicts and to facilitate communication. Joining a new social group may also challenge those values, assumptions and practices that come from our pre-existing membership in other groups. The purpose of this project is to explore how identity is shaped, negotiated, and represented in relation to our membership in various groups.
Write an analytical essay that explores your identity in terms of your own group memberships. For this project, you may focus on any of the following:
the complex construction of identity through membership in various (and sometimes conflicting/competing) groups
how you represent your identity in relation to the social expectations or stereotypes of being a member of a group (expectations vs. reality)
the tension or struggle you encounter as a member of certain groups (e.g., how you represent yourself to others from different groups)
how entering a new, possibly unfamiliar group (for example, moving away from home and/or starting college) affects the values and assumptions you brought with you
As you explore your ideas, consider the following questions: What social groups do you belong to? How are these groups categorized (social groups, organizations, athletic teams, ethnic groups, or religious groups; by nationality, gender, neighborhoods, or communities)? What aspects of the group memberships are negotiable? Which ones are fixed or difficult to change? What aspects, characteristics, or expectations, if any, of these groups overlap with one another? Do they compete with one another? How are these groups perceived by people who are not members of those groups? Are there stereotypes associated with a certain group or groups you belong to? If so, what are they, and to what extent do you see those stereotypes occurring in others or yourself? How do those stereotypes affect you and people around you? How do your group memberships affect the ways in which you communicate with others? How do your memberships influence how you relate to others or how others relate to you?
Explore all possible communities to which you belong and look for the one or ones that seem to have the richest potential for exploring your cultural identity.
Learning Objectives
In this project, y.
Joe McVeigh and Ann Wintergerst describe ways ot integrate the teaching of culture and social identity. Download the handout here: www.joemcveigh.org/resources
https://www.youtube.com/watch?v=Br7XGAwC80E
Intercultural Competence?
https://www.youtube.com/watch?v=XUO59Emi3eo
Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
Mind Set
Similarities: Differences
Heart Set
Self-esteem
Self-monitoring
Empathy
Open-mindedness
Reserving judgment
Socially relaxed
Skill Set
Agility
Message skills
Appropriate self-disclosure
Behavioral flexibility
Interaction management
(Louise Giesbrecht and Janet M. Bennett, PhD, 2013)
Key terms for Intercultural Competence and Civic
Engagement Project
Ingroup
The groups to which we belong that enhance our perceptions of self. They are important to our self-esteem. We are typically favorably biased about our ingroups and ingroup members.
Outgroup
The groups to which we do not belong, and to whom we may develop biases and/or prejudice (if threatened).
Culture
Culture includes the following
History
Politics
Economics
Communication styles
Set of values, beliefs, traditions and practices, norms, and attitudes
And is shared within a group and transmitted to other members
She may eat primarily Korean with her family, speak Korean in her home, and celebrate the Korean New Year.
Additionally, this person may be a practicing Korean Buddhist who honors sacred Buddhist holidays with visits to a temple, or an altar to deceased ancestors in her home, and special foods.
She may feel a special obligation to take care of her aging parents when they can no longer take care of themselves.
And, she may enjoy American music, eat Mexican food, and celebrate the 4th of July and Thanksgiving with her friends.
9
Worldview
Cognitive and affective lens through which people construe their experiences and make sense of the world around them.
How would you characterize the worldview of the man in the video?
Civic Engagement
Active participation in the public life of a local, national, and/or global community in an informed, committed, and constructive manner. Civic engagement includes focusing on a shared or common goal that enhances the defined “community.”
Civic engagement can start by learning about how to get involved with the intention of becoming involved in a shared goal.
Adapted from Balls Organista, P., Marin, G., & Chun, K.M. (2010). The Psychology of Ethnic Groups in the United States. Thousand Oaks, CA: Sage Publications, Inc.
PARTNERS IN SOCIAL RESPONSIBILITY AND INTERCULTURAL COMPETENCE
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes:
1. Knowledge of your own culture and how it has shaped your world view.
2. Knowledge of significant characteristics of other cultures.
3. Awareness of differences and similarities in cultures.
4. Ability to adjust y ...
Identity and RepresentationContext and DescriptionWhen we ar.docxflonayrton46696
Identity and Representation
Context and Description
When we are asked about our identity, often we describe it in terms of the groups that we belong to, such as a sports team, club or other kinds of social groups. We may also mention our school, occupation or a specific workplace. We may think of our identity in terms of our gender, ethnicity or nationality. Where we live--the neighborhood or type of residence--may also influence our sense of who we are. The languages we speak in those groups also shapes our sense of who we are and how others see us. When we encounter a member of groups other than our own, sometimes it becomes necessary to reflect on and explain the values, assumptions and practices of the groups we belong to in order to resolve conflicts and to facilitate communication. Joining a new social group may also challenge those values, assumptions and practices that come from our pre-existing membership in other groups. The purpose of this project is to explore how identity is shaped, negotiated, and represented in relation to our membership in various groups.
Write an analytical essay that explores your identity in terms of your own group memberships. For this project, you may focus on any of the following:
the complex construction of identity through membership in various (and sometimes conflicting/competing) groups
how you represent your identity in relation to the social expectations or stereotypes of being a member of a group (expectations vs. reality)
the tension or struggle you encounter as a member of certain groups (e.g., how you represent yourself to others from different groups)
how entering a new, possibly unfamiliar group (for example, moving away from home and/or starting college) affects the values and assumptions you brought with you
As you explore your ideas, consider the following questions: What social groups do you belong to? How are these groups categorized (social groups, organizations, athletic teams, ethnic groups, or religious groups; by nationality, gender, neighborhoods, or communities)? What aspects of the group memberships are negotiable? Which ones are fixed or difficult to change? What aspects, characteristics, or expectations, if any, of these groups overlap with one another? Do they compete with one another? How are these groups perceived by people who are not members of those groups? Are there stereotypes associated with a certain group or groups you belong to? If so, what are they, and to what extent do you see those stereotypes occurring in others or yourself? How do those stereotypes affect you and people around you? How do your group memberships affect the ways in which you communicate with others? How do your memberships influence how you relate to others or how others relate to you?
Explore all possible communities to which you belong and look for the one or ones that seem to have the richest potential for exploring your cultural identity.
Learning Objectives
In this project, y.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Audience Identification Research
1. Audience Identification Research I am going to look into some of the different theories and explanations for audience categories such as Burton, Hartley, Fiske and social status classifications. We can then refer to these explanations later on when researching on our target audience.
![Burton ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)