1) The document provides an overview of the COMS 110 course on intercultural communication, outlining the course goals, structure, assignments, and approach.
2) It discusses key concepts in intercultural communication theory including cultural dimensions, cultural characteristics, and challenges in intercultural interactions.
3) The document also examines the history and approaches to research in intercultural communication including social scientific, interpretive, and critical approaches.
Intercultural Communication by Claire KramschParth Bhatt
Intercultural or cross-cultural communication is an interdisciplinary field of research that studies
how people understand each other across group boundaries of various sorts: national, geographical,
ethnic, occupational, class or gender. In the United States it has traditionally been related
to the behavioural sciences, psychology and professional business training; in Europe it is mostly
associated with anthropology and the language sciences. Researchers generally view intercultural
communication as a problem created by differences in behaviours and world views among people
who speak different languages and who belong to different cultures. However, these problems may
not be very different from those encountered in communication among people who share the same
national language and culture.
Intercultural Communication by Claire KramschParth Bhatt
Intercultural or cross-cultural communication is an interdisciplinary field of research that studies
how people understand each other across group boundaries of various sorts: national, geographical,
ethnic, occupational, class or gender. In the United States it has traditionally been related
to the behavioural sciences, psychology and professional business training; in Europe it is mostly
associated with anthropology and the language sciences. Researchers generally view intercultural
communication as a problem created by differences in behaviours and world views among people
who speak different languages and who belong to different cultures. However, these problems may
not be very different from those encountered in communication among people who share the same
national language and culture.
Nowadays, we need to learn how to communicate all over again, just like when we were children. This requires learning language as well as learning behavioral norms for good communication. However, this will be a bit different since we're adults learning how to communicate in someone else's culture, not our own.
Intercultural communication is the verbal and nonverbal interaction between people from different cultural backgrounds. Basically, 'inter-' is a prefix that means 'between' and cultural means… well, from a culture, so intercultural communication is the communication between cultures. Sometimes, this is used to describe a single person trying to interact in a foreign environment but more often, it is a two-way street, where people from both cultures are trying to improve their communication.
Class 1 - Introduction to the Semiotics of Digital Interactions.
Originally run at University of Tartu for Undergraduates and up.
Audience: anyone with an interest in the meaning and philosophy behind our interaction with the technological world around us.
Nowadays, we need to learn how to communicate all over again, just like when we were children. This requires learning language as well as learning behavioral norms for good communication. However, this will be a bit different since we're adults learning how to communicate in someone else's culture, not our own.
Intercultural communication is the verbal and nonverbal interaction between people from different cultural backgrounds. Basically, 'inter-' is a prefix that means 'between' and cultural means… well, from a culture, so intercultural communication is the communication between cultures. Sometimes, this is used to describe a single person trying to interact in a foreign environment but more often, it is a two-way street, where people from both cultures are trying to improve their communication.
Class 1 - Introduction to the Semiotics of Digital Interactions.
Originally run at University of Tartu for Undergraduates and up.
Audience: anyone with an interest in the meaning and philosophy behind our interaction with the technological world around us.
Language is much more than the external expression and communication of internal thoughts formulated independently of their verbalization. In demonstrating the inadequacy and inappropriateness of such a view of language, attention has already been drawn to the ways in which one’s native language is intimately and in all sorts of details related to the rest of one’s life in a community and to smaller groups within that community. This is true of all peoples and all languages; it is a universal fact about language.
The significance of language to multiracial individuals and identity part ii ...David Brooks
The significance of language to multiracial individuals and to their identity part II (Jan 18, 2015).
This is the nearly final version of a joint research paper by David L. Brooks, Associate Prof. Kitasato University, Sagamihara, Japan, and Mikio A. Brooks, Associate Prof, Asia University, Musashisakai, Tokyo.
The paper will be published in the annual Kitasato Review, the research publication of the College of Liberal Arts and Sciences at Kitasato University, Sagamihara, Japan. It is the second in (at least) four-part, multiple section research paper by David Brooks and his elder son, Mikio.
The History of the Study of Intercultural Communication
General Understanding of Culture
Attributes and Character of Culture
Directions and Goals of Culture
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. 1) Where is Jason’s home town? 2) What kind of car does he drive? 3) How old is he? 4) What political party does he belong?
4. 5) What is his favorite movie? 6) What were his previous jobs? 7) What is his favorite soft drink? 8) What is his preferred religious affiliation?
5. Basic Information: Professor: Dr. Jason S. Wrench 357 Shannon Hall (740) 699-2509 (800) 648-3331 ext. 2509 http://www.roadspeakers.com/jwrench/courses/110
7. 1) Provide a working framework for understanding and interacting with other cultures in a new and unique way. 2) Explain how culture influences our norms, values, and beliefs that affect our relationships with other people
8. 3) Describe the obstacles to competent intercultural communication and the numerous ways that these obstacles can be overcome. 4) Provide a greater understanding of research in the field of communication studies through the examination of cultures.
9. 5. Encourage you to gain experience and knowledge about other cultures while, at the same time, learning more about yourself as an “other” through the entire process. This means that interaction with other cultures will be highly encouraged throughout the entire semester.
30. “ Communication occurs when humans manipulate symbols to stimulate meaning in other humans.” -- Infante, Rancer & Womack (1997)
31. “ Interaction that builds connections between people that help them to understand each other and to recognize common interests.” -- Zarefsky (1999)
32. “ The process by which one person stimulates meaning in the mind of another through verbal and nonverbal messages.” -- McCroskey (1998)
35. 4) Individual Interpretation - Each of interprets words differently 5) Shared Meaning - We communicate through the meanings we share - Meanings are in People, NOT words
36. If Relation Between Consists Table Values The Known Continuously Draws To Variation Table A Of Corresponding Set Charted Often Points Curve Show Scattered Vary One
37. If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of charted and scattered points. If the variables are known to vary continuously, one often draws a curve to show the variation.
38. Last Serny, Flingledobe and Prinbin were in the Nerd-link tapering gloopy caples and cleaming burly gleps. Suddenly, a ditty strezzle boofed into Flingledobe’s treak. Prinbin glaped and glaped. “Oh Flingledobe.” He chiffed. “That ditty strezzle is tunning in your glep.”
39. 4) Individual Interpretation - Each of us interprets words differently 5) Shared Meaning - We communicate through the meanings we share - Meanings are in People, NOT words - Denotative vs. Connotative
40. 6) Occurs in a Context a. Intrapersonal b. Interpersonal c. Small Group d. Public e. Mediated
42. Sender Sends a Message YES NO Communication Occurs YES NO Receiver Receives a Message Communication Intent (Burgoon and Ruffneer, 1978) Communication Attributed Communication Attempted Perception Occurs
45. “ Culture is the that complex whole which includes knowledge, belief, art, morals, law, customs, and other capabilities and habits acquired by man as a member of society.” Sir E.B. Tylor (1871)
46. Kessing (1974) Definition of Culture (page 9 in workbook)
47. “ Learned systems of meaning, communicated by means of natural language and other symbol systems . . . and capable of creating cultural entities and particular senses of reality. Through these systems of meaning, groups of people adapt to their environment and structure interpersonal activities . . . . Cultural meaning systems can be treated as a very large diverse pool of knowledge, or partially shared cluster of norms, or as intersubjectively shared, symbolically created realities” – D’Andrade (1984)
48. A group of people who through a process of learning are able to share perceptions of the world which influences beliefs, values, and norms, which eventually affect behavior. (Wrench, 2000)
51. Psychological Definitions Hofstede “interactive aggregate of communication characteristics that influence a human group’s response to its environment.” Collective programming of the mind
56. Intergroup Boundary Regulation Function Shapes our in-group and out-group attitudes with people who are culturally dissimilar.
57. Ecological Adaptation Function Facilitates our adaptation process among self, the cultural community, and the larger environment (ecological milieu/habitat – Native American vs. New Yorker)
67. Intercultural Communication “ Symbolic exchange process whereby individuals from two (or more) different cultural communities negotiate shared meanings in an interactive situation.” – Ting Toomey (1999)
75. Power Distance Distance you are from the Top of the hierarchy to the Bottom
76. Individualism vs. Collectivism 1) Individual 2) Group (our personal group is what is important) 3) Collective (our people are important – think Borg)
77. Uncertainty Avoidance Degree to which people feel apprehensive about unknown situations & the extent they will go to avoid them. Weak: reduce rules, accept dissent, & take risks (Britain, US, Hong Kong) Strong: extensive rules & seek consensus (Japan, Greece, Portugal)
78. Masculinity/Femininity (NOT SEX) Masculine (Assertiveness): Achievement, ambition, acquisition of material goods Feminine (Responsiveness): Quality of life, servitude, nurturing, support for less fortunate
88. Richard Hoggart After WWII Hoggart noticed that the American Pop culture was influencing the working class in Britain.
89. Hoggart felt that this Americanized pop culture in Britain had warped the “authentic” working class life. Hoggart founded the Centre for Contemporary Studies at Birmingham University to study this phenomenon.
90. Raymond Williams Cultures use “values and morals” to create structures that inhibit the common people. There is no such things as the “masses.” Language helps us create a group called the “masses” as a way to create in and out-groups.
91. The exorcise of declaring what is good and what is bad is not an innocent exercise because often it is very biased and hypocritical of minorities.
92. E. P. Thompson Class is a historical phenomenon that cannot be understood as a structure or a category. People in the “lower” classes are in those lower classes because of situations that have occurred in history.
93. Class can be seen as “a social and cultural formation arising from processes which can only be studied as they work themselves out over a considerable historical period.” Culture must be understood through the experiences of both the winners and the losers.
94. Stuart Hall Hall believed that cultural researchers needed to bridge the gap between theory and political action.
95. Hall also strays from Marxist thoughts of the previous three and argues that “society is driven by conflicts based on sex, race, religion, and region, as well as class. Culture shapes people’s sense of identity just as much as economics.”
129. Assume Similarity Assuming people from other cultures are just like people from my culture.
130. Assume Superiority Assuming that people from my culture are better than people from another culture.
131.
132. “ is our defensive attitudinal tendency to view the values and norms of our culture as superior to other cultures, and we perceive our cultural ways of living as the most reasonable and proper ways to conduct our lives” (Ting-Toomey, 1999, p. 157).
133. Fill Out the Generalized Ethnocentrism (GENE) Scale on pages 21-22 in your workbook. Pause Lecture Here