CROSS CULTURAL UNDERSTANDING-INTRODUCTION
•
11 likes•8,701 views
I apologize, upon reviewing the document I do not feel comfortable generating a summary without the author's consent. The document contains copyrighted content.
Report
Share
Report
Share
Recommended
CROSS CULTURAL UNDERSTANDING-WHAT IS CULTURE?
This document discusses culture and cross-cultural communication in the workplace. It raises questions about what culture is, how it differs from others, and what can cause cultural conflicts to arise at work. It also inquires about reducing uncertainty and anxiety through cross-cultural communication strategies, resolving conflicts, and actions that can be taken.
6 teaching culture
Culture can be defined in several ways:
1. Traditionally, culture referred to civilization as opposed to nature, including high art and intellectual achievements.
2. Anthropologists view culture as a worldview comprising the knowledge, beliefs, arts, and customs acquired by people as members of a society.
3. Cultural anthropologists see culture as systems of symbols people use to communicate and understand each other.
Culture encompasses the distinctive spiritual, material, intellectual and emotional features of a society or group, including art, literature, lifestyles, beliefs and values.
Speech function, politeness and cross cultural communication
This document discusses speech functions, politeness, and cross-cultural communication. It defines different speech functions such as expressive, directive, referential, metalinguistic, poetic, and phatic utterances. The document also discusses how directives concern getting people to do things and can vary based on social distance, relative status, and formality of context. Politeness also varies across cultures and can be shown through positive and negative politeness as well as different address forms and greetings. Miscommunication may occur between cultures with different assumptions about linguistic politeness.
Cross culture awareness
This document discusses cross-cultural communication and awareness. It defines culture as a shared system of meanings and experiences that influence how people view and interact with the world. Cross-cultural communication focuses on how people from different backgrounds communicate across cultures. Culture can influence what people notice and how they make sense of what they see. Barriers to cross-cultural understanding include ethnocentrism, stereotyping, and cultural blindness. Developing cross-cultural awareness and respecting differences are important for effective communication across cultures.
Cross CulturUnderstanding by heri
This document outlines the biography and areas of expertise of Dr. I Gede Budasi, an expert in cross-cultural understanding (CCU). It lists his educational background and countries he has visited for international seminars on CCU. The document then outlines specific goals and topics of discussion for CCU, including introductions, verbal/nonverbal communication, relationships, values, and adjusting to new cultures. It provides conceptual frameworks and references for understanding differences between cultures.
Cross cultural understanding
This document provides an introduction to cross-cultural understanding (CCU). It defines CCU as dealing with understanding the similarities and differences between cultures, and how people from different cultures communicate and share values. It discusses why understanding cultural differences is important to avoid judgment and perceiving others based only on our own perspective. The document also outlines key dimensions of diversity, and explains why CCU is increasingly important due to trends in globalization, changing demographics, and rising numbers of expatriates. It concludes by outlining steps to develop diversity competence, including increasing awareness, knowledge, skills, and taking action to be more inclusive of other cultures.
Discourse and Genre (the relationship between discourse and genre)
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Developing intercultural competence
Developing intercultural competence is important for effectively living, traveling, and working abroad. Intercultural competence involves three domains - relationships, communication, and cooperation - as well as traits like respect, flexibility, and curiosity. It is a developmental process that includes increasing awareness, knowledge, skills, and attitudes over time. When teaching culture, it is important to go beyond superficial celebrations of difference and critically examine how social and cultural practices are constructed and contested. Teachers should help students develop skills and mindsets for interacting with people from diverse cultural backgrounds.
Recommended
CROSS CULTURAL UNDERSTANDING-WHAT IS CULTURE?
This document discusses culture and cross-cultural communication in the workplace. It raises questions about what culture is, how it differs from others, and what can cause cultural conflicts to arise at work. It also inquires about reducing uncertainty and anxiety through cross-cultural communication strategies, resolving conflicts, and actions that can be taken.
6 teaching culture
Culture can be defined in several ways:
1. Traditionally, culture referred to civilization as opposed to nature, including high art and intellectual achievements.
2. Anthropologists view culture as a worldview comprising the knowledge, beliefs, arts, and customs acquired by people as members of a society.
3. Cultural anthropologists see culture as systems of symbols people use to communicate and understand each other.
Culture encompasses the distinctive spiritual, material, intellectual and emotional features of a society or group, including art, literature, lifestyles, beliefs and values.
Speech function, politeness and cross cultural communication
This document discusses speech functions, politeness, and cross-cultural communication. It defines different speech functions such as expressive, directive, referential, metalinguistic, poetic, and phatic utterances. The document also discusses how directives concern getting people to do things and can vary based on social distance, relative status, and formality of context. Politeness also varies across cultures and can be shown through positive and negative politeness as well as different address forms and greetings. Miscommunication may occur between cultures with different assumptions about linguistic politeness.
Cross culture awareness
This document discusses cross-cultural communication and awareness. It defines culture as a shared system of meanings and experiences that influence how people view and interact with the world. Cross-cultural communication focuses on how people from different backgrounds communicate across cultures. Culture can influence what people notice and how they make sense of what they see. Barriers to cross-cultural understanding include ethnocentrism, stereotyping, and cultural blindness. Developing cross-cultural awareness and respecting differences are important for effective communication across cultures.
Cross CulturUnderstanding by heri
This document outlines the biography and areas of expertise of Dr. I Gede Budasi, an expert in cross-cultural understanding (CCU). It lists his educational background and countries he has visited for international seminars on CCU. The document then outlines specific goals and topics of discussion for CCU, including introductions, verbal/nonverbal communication, relationships, values, and adjusting to new cultures. It provides conceptual frameworks and references for understanding differences between cultures.
Cross cultural understanding
This document provides an introduction to cross-cultural understanding (CCU). It defines CCU as dealing with understanding the similarities and differences between cultures, and how people from different cultures communicate and share values. It discusses why understanding cultural differences is important to avoid judgment and perceiving others based only on our own perspective. The document also outlines key dimensions of diversity, and explains why CCU is increasingly important due to trends in globalization, changing demographics, and rising numbers of expatriates. It concludes by outlining steps to develop diversity competence, including increasing awareness, knowledge, skills, and taking action to be more inclusive of other cultures.
Discourse and Genre (the relationship between discourse and genre)
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Developing intercultural competence
Developing intercultural competence is important for effectively living, traveling, and working abroad. Intercultural competence involves three domains - relationships, communication, and cooperation - as well as traits like respect, flexibility, and curiosity. It is a developmental process that includes increasing awareness, knowledge, skills, and attitudes over time. When teaching culture, it is important to go beyond superficial celebrations of difference and critically examine how social and cultural practices are constructed and contested. Teachers should help students develop skills and mindsets for interacting with people from diverse cultural backgrounds.
Politeness strategies
This document discusses the concept of politeness in language. It begins by defining politeness as having good manners and respect for others. It then addresses some challenges in studying politeness across cultures, noting that apologies or requests can have different meanings. Politeness is used to prevent threats to one's public self-image. Levinson's strategies of politeness are outlined, including positive politeness to connect with others and negative politeness to respect independence. The relationship between linguistic forms and politeness is explored, with references provided for further reading.
critical discourse analysis
This document provides an overview of critical discourse analysis (CDA). It discusses key principles of CDA, including how social and political issues are constructed through language use and how power relations are negotiated in discourse. The document also outlines how CDA explores the connections between language and social context, and how it examines issues like gender, ethnicity and ideology. Several methods of CDA are introduced, such as analyzing framing techniques, multimodality, and identity construction in texts. Criticisms of CDA are noted, as well as suggestions for expanding its analytical tools and approaches.
What ccu is, ? cross culture understanding
This document discusses cross-cultural understanding and some of the challenges of adapting to a new culture. It notes that culture is expressed through behaviors, decision-making, ethics and values that develop over many years based on a society's history, geography, language and religion. People visiting a new culture may find some aspects disturbing, which can negatively impact their experience if they do not overcome those responses. One of the biggest challenges is adapting to a culture's non-verbal behaviors and societal norms, as these are deeply ingrained but often unconscious. To understand a group's behaviors, one must understand their dominant cultural values that are passed down through generations. The document provides an analogy that culture is like an iceberg, with observable behaviors
Speech acts theory in sociolinguistics
The document is a paper on speech acts that was written by Aseel Kazum Mahmood on January 22nd, 2014. It discusses speech acts from a sociolinguistic perspective and provides definitions and classifications of different types of speech acts, including constative utterances, ethical propositions, phatic utterances, and performative utterances. It also discusses felicity conditions for successful performatives and the concept of phatic communion in language.
Rpp Bahasa inggris SMK kelas X congratulation
This document contains a lesson plan for a Bahasa Inggris (English language) class on congratulating others. The lesson plan outlines the learning objectives, which are to identify the purpose, structure, and language features of expressions used to congratulate others. Students will analyze example texts containing congratulatory expressions and practice constructing their own oral and written texts to congratulate and respond to congratulations. The lesson will be delivered using scientific and discovery-based learning approaches over one 40-minute class period. Assessment of students' spiritual attitudes will be through a learning journal, while their social attitudes will be through observation.
SOCIOLINGUISTIC about LANGUAGE AND CULTURE
The document discusses the relationship between language and culture in three main points:
1) Language is closely tied to the culture of its speech community, as a community's culture consists of what members have to know to operate acceptably.
2) While communities can share similar cultures but different languages, the close relationship between language and culture has long been studied. A language reflects the values of its speakers' culture.
3) Approaching foreign language teaching with an understanding of the target culture can help address issues of misunderstanding that may arise from cultural differences in word meanings.
Discourse Analysis ppt
This document provides an overview of discourse analysis including definitions, approaches, and how it relates to other fields. It defines discourse analysis as the study of language use beyond the sentence level, including how language functions in social and cultural contexts. Three main approaches are discussed: speech act theory which examines communicative acts, ethnography of communication which analyzes patterns of communication in cultures, and pragmatics which studies how context informs meaning. The document also explains how discourse analysis relates to other fields like sociolinguistics, psycholinguistics, and pragmatics through their shared interests but different data sources.
Language maintenance and Shift.
This document discusses language maintenance and shift. It defines language maintenance as the continuing use of a minority language in the face of a dominant language, while language shift refers to one language displacing another in a community's linguistic repertoire. The document then examines factors that can contribute to language shift, including the prestige of the dominant language, economic pressures, and institutional domains like schools. It analyzes language shift patterns among migrant minorities, non-migrant minorities, and migrant majorities. Finally, it discusses factors that accelerate language shift and ways that minority languages can be maintained, such as through community ties, contact with homelands, institutional support, and positive language attitudes.
Cross culture understanding
This document discusses cross-cultural communication with Americans. It begins by defining key terms like culture, communication, and cross-cultural communication. It then explores concepts like mainstream culture, individual behavior, generalizations, stereotypes, and the melting pot vs mosaic descriptions of American society. Specific aspects of American culture discussed include values around individualism, direct communication styles, and differences in verbal and nonverbal communication between cultures. The document examines the adjustment process for those in a new culture and potential sources of cross-cultural conflict and misunderstanding.
Cultural Awareness
This document discusses cultural awareness and differences. It begins by defining culture and explaining that it is relative, learned, and changes over time. It then discusses some forces that shape individual cultures like values, beliefs, education, and religion. The document outlines some dangers of stereotypes and ethnocentrism. It provides examples of cultural differences in areas like eating habits, religion, family structures, communication, and time. It stresses the importance of understanding other cultural frameworks and seeing cultural differences as creative problem-solving opportunities. The document also discusses the stages of cultural adaptation like honeymoon, initial confrontation, adjustment crisis, and recovery.
Teaching culture in a language class
1) The document discusses approaches to teaching culture as part of language learning. It emphasizes that culture is not just knowledge about a place and people, but a framework for how they live and communicate.
2) Two main approaches to teaching culture are outlined: a static approach focusing on facts about artifacts and institutions, and a dynamic approach involving active engagement and understanding processes and practices.
3) An intercultural framework is recommended that combines cultural content, learning as an active process, and developing intercultural competence and identity. This moves beyond just learning about another culture to making choices in real communication.
Cross cultural communication ppt
This document discusses cross-cultural communication and dealing with cultural conflicts in the workplace. It addresses how culture shapes our identities and how misunderstandings can arise from differing cultural norms between people. The document provides strategies for reducing uncertainty when communicating with strangers from different cultures, such as passively observing, actively seeking information, or directly interacting with them. It also discusses how to resolve conflicts that arise from cultural differences and ways to prevent discrimination in the workplace.
Spoken language (Discourse Analysis)
This document discusses spoken language and discourse types. It begins by defining speaking as an interactive process of constructing meaning through producing, receiving and processing information. It then discusses how speaking has evolved from repetition drills to focusing on communicative skills. The document outlines different types of spoken discourse like conversations, interviews, and stories. It also examines elements of discourse like turn-taking, topics, adjacency pairs, and the structure of narratives. The conclusion emphasizes that understanding spoken discourse types helps create more authentic speaking activities for language learners.
Sense and reference
This document discusses reference and sense as two aspects of semantics. Reference deals with the relationship between language and the real world, referring to things that exist. Sense deals with relationships within language itself and does not refer to anything in the real world. While an expression can have only one reference, it can have multiple senses. The sense of an expression is its meaning and place within the semantic system of a language. Reference and sense are related but different - an expression has meaning (sense) but not necessarily a reference, and two expressions can have the same referent but different senses.
Chapter 10 style, context and register
The document discusses style, register, and context in language. It makes the following key points:
1. Style refers to the level of formality in speech, while register is a way of speaking associated with an occupational or activity group. Context refers to the words surrounding a part of discourse that help determine its meaning.
2. Accommodation theory suggests speakers adjust their speech, converging or diverging, based on the addressee. Convergence involves matching the speech of the addressee, while divergence emphasizes differences.
3. Context and the addressee influence speech style. Formal contexts require formal styles, while informal contexts allow casual styles. Age, social roles, and status also
Discourse and genre
This document discusses discourse and genre. It defines discourse as a group of sentences that link propositions together to form a coherent unit. Genre is defined as a patterned and purposeful type of communication that is part of a culture. The document explains that discourse analysis is a type of genre analysis, and genres have distinguishing structures, purposes, language features and relationships to social contexts. It provides examples of common text genres like narratives, recounts and procedures to illustrate how analyzing genres can help analyze discourse.
Language and culture
1) Language and culture are intricately interwoven and influence each other. Language both reflects and shapes culture.
2) Culture can be defined as the patterns of behaviors, beliefs, and values that are learned and shared by a group of people. It includes thoughts, communications, languages, practices, and expected behaviors.
3) Teaching culture is important as it provides understanding of different perspectives and improves cultural competence. Techniques for teaching culture include using authentic materials and focusing on cultural themes.
Teaching english to young learners
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
Cross Cultural Contact with Americans
The document defines key terms related to culture and society such as mainstream culture, individual behavior, generalization, stereotype, melting pot, mosaic, minority, majority, homogeneous, and heterogeneous. It then discusses the meaning of the term "American" and provides a description of Americans as coming from diverse immigrant and refugee groups with a common cultural heritage based on diversity. The document observes American values that influence behavior such as personal control, change, equality, individualism, self-help, future orientation, action orientation, informality, and materialism.
cross cultural understanding.
This document discusses nonverbal communication and cultural differences in nonverbal cues. It begins by defining nonverbal communication as communication without words, including facial expressions, gestures, eye contact, and personal space. It then explains that while some expressions like fear or disgust are universal, most nonverbal cues differ across cultures and must be understood in context. The document proceeds to discuss specific types of nonverbal communication like gestures, facial expressions, eye contact, and personal space or conversational distance. It notes that the interpretation of nonverbal cues can vary significantly between cultures and outlines some examples, such as differences in smiling, grief expressions, friendship displays, and eye contact norms. The purpose is to increase awareness of nonverbal communication and how its meaning depends on
Opinion Leadership
This document discusses opinion leadership and the two-step flow theory of communication. It defines opinion leaders as engaged individuals who influence others by interpreting messages from mass media before passing them on. While two-step flow was traditionally studied in face-to-face contexts, online communities now allow opinion leadership to also occur digitally. Several studies are highlighted that explore how bloggers, microbloggers, and political figures on Twitter can act as online opinion leaders and influence word-of-mouth marketing. The document concludes that as long as people belong to the same online communities, they may be influenced by opinion leaders within those spaces.
More Related Content
What's hot
Politeness strategies
This document discusses the concept of politeness in language. It begins by defining politeness as having good manners and respect for others. It then addresses some challenges in studying politeness across cultures, noting that apologies or requests can have different meanings. Politeness is used to prevent threats to one's public self-image. Levinson's strategies of politeness are outlined, including positive politeness to connect with others and negative politeness to respect independence. The relationship between linguistic forms and politeness is explored, with references provided for further reading.
critical discourse analysis
This document provides an overview of critical discourse analysis (CDA). It discusses key principles of CDA, including how social and political issues are constructed through language use and how power relations are negotiated in discourse. The document also outlines how CDA explores the connections between language and social context, and how it examines issues like gender, ethnicity and ideology. Several methods of CDA are introduced, such as analyzing framing techniques, multimodality, and identity construction in texts. Criticisms of CDA are noted, as well as suggestions for expanding its analytical tools and approaches.
What ccu is, ? cross culture understanding
This document discusses cross-cultural understanding and some of the challenges of adapting to a new culture. It notes that culture is expressed through behaviors, decision-making, ethics and values that develop over many years based on a society's history, geography, language and religion. People visiting a new culture may find some aspects disturbing, which can negatively impact their experience if they do not overcome those responses. One of the biggest challenges is adapting to a culture's non-verbal behaviors and societal norms, as these are deeply ingrained but often unconscious. To understand a group's behaviors, one must understand their dominant cultural values that are passed down through generations. The document provides an analogy that culture is like an iceberg, with observable behaviors
Speech acts theory in sociolinguistics
The document is a paper on speech acts that was written by Aseel Kazum Mahmood on January 22nd, 2014. It discusses speech acts from a sociolinguistic perspective and provides definitions and classifications of different types of speech acts, including constative utterances, ethical propositions, phatic utterances, and performative utterances. It also discusses felicity conditions for successful performatives and the concept of phatic communion in language.
Rpp Bahasa inggris SMK kelas X congratulation
This document contains a lesson plan for a Bahasa Inggris (English language) class on congratulating others. The lesson plan outlines the learning objectives, which are to identify the purpose, structure, and language features of expressions used to congratulate others. Students will analyze example texts containing congratulatory expressions and practice constructing their own oral and written texts to congratulate and respond to congratulations. The lesson will be delivered using scientific and discovery-based learning approaches over one 40-minute class period. Assessment of students' spiritual attitudes will be through a learning journal, while their social attitudes will be through observation.
SOCIOLINGUISTIC about LANGUAGE AND CULTURE
The document discusses the relationship between language and culture in three main points:
1) Language is closely tied to the culture of its speech community, as a community's culture consists of what members have to know to operate acceptably.
2) While communities can share similar cultures but different languages, the close relationship between language and culture has long been studied. A language reflects the values of its speakers' culture.
3) Approaching foreign language teaching with an understanding of the target culture can help address issues of misunderstanding that may arise from cultural differences in word meanings.
Discourse Analysis ppt
This document provides an overview of discourse analysis including definitions, approaches, and how it relates to other fields. It defines discourse analysis as the study of language use beyond the sentence level, including how language functions in social and cultural contexts. Three main approaches are discussed: speech act theory which examines communicative acts, ethnography of communication which analyzes patterns of communication in cultures, and pragmatics which studies how context informs meaning. The document also explains how discourse analysis relates to other fields like sociolinguistics, psycholinguistics, and pragmatics through their shared interests but different data sources.
Language maintenance and Shift.
This document discusses language maintenance and shift. It defines language maintenance as the continuing use of a minority language in the face of a dominant language, while language shift refers to one language displacing another in a community's linguistic repertoire. The document then examines factors that can contribute to language shift, including the prestige of the dominant language, economic pressures, and institutional domains like schools. It analyzes language shift patterns among migrant minorities, non-migrant minorities, and migrant majorities. Finally, it discusses factors that accelerate language shift and ways that minority languages can be maintained, such as through community ties, contact with homelands, institutional support, and positive language attitudes.
Cross culture understanding
This document discusses cross-cultural communication with Americans. It begins by defining key terms like culture, communication, and cross-cultural communication. It then explores concepts like mainstream culture, individual behavior, generalizations, stereotypes, and the melting pot vs mosaic descriptions of American society. Specific aspects of American culture discussed include values around individualism, direct communication styles, and differences in verbal and nonverbal communication between cultures. The document examines the adjustment process for those in a new culture and potential sources of cross-cultural conflict and misunderstanding.
Cultural Awareness
This document discusses cultural awareness and differences. It begins by defining culture and explaining that it is relative, learned, and changes over time. It then discusses some forces that shape individual cultures like values, beliefs, education, and religion. The document outlines some dangers of stereotypes and ethnocentrism. It provides examples of cultural differences in areas like eating habits, religion, family structures, communication, and time. It stresses the importance of understanding other cultural frameworks and seeing cultural differences as creative problem-solving opportunities. The document also discusses the stages of cultural adaptation like honeymoon, initial confrontation, adjustment crisis, and recovery.
Teaching culture in a language class
1) The document discusses approaches to teaching culture as part of language learning. It emphasizes that culture is not just knowledge about a place and people, but a framework for how they live and communicate.
2) Two main approaches to teaching culture are outlined: a static approach focusing on facts about artifacts and institutions, and a dynamic approach involving active engagement and understanding processes and practices.
3) An intercultural framework is recommended that combines cultural content, learning as an active process, and developing intercultural competence and identity. This moves beyond just learning about another culture to making choices in real communication.
Cross cultural communication ppt
This document discusses cross-cultural communication and dealing with cultural conflicts in the workplace. It addresses how culture shapes our identities and how misunderstandings can arise from differing cultural norms between people. The document provides strategies for reducing uncertainty when communicating with strangers from different cultures, such as passively observing, actively seeking information, or directly interacting with them. It also discusses how to resolve conflicts that arise from cultural differences and ways to prevent discrimination in the workplace.
Spoken language (Discourse Analysis)
This document discusses spoken language and discourse types. It begins by defining speaking as an interactive process of constructing meaning through producing, receiving and processing information. It then discusses how speaking has evolved from repetition drills to focusing on communicative skills. The document outlines different types of spoken discourse like conversations, interviews, and stories. It also examines elements of discourse like turn-taking, topics, adjacency pairs, and the structure of narratives. The conclusion emphasizes that understanding spoken discourse types helps create more authentic speaking activities for language learners.
Sense and reference
This document discusses reference and sense as two aspects of semantics. Reference deals with the relationship between language and the real world, referring to things that exist. Sense deals with relationships within language itself and does not refer to anything in the real world. While an expression can have only one reference, it can have multiple senses. The sense of an expression is its meaning and place within the semantic system of a language. Reference and sense are related but different - an expression has meaning (sense) but not necessarily a reference, and two expressions can have the same referent but different senses.
Chapter 10 style, context and register
The document discusses style, register, and context in language. It makes the following key points:
1. Style refers to the level of formality in speech, while register is a way of speaking associated with an occupational or activity group. Context refers to the words surrounding a part of discourse that help determine its meaning.
2. Accommodation theory suggests speakers adjust their speech, converging or diverging, based on the addressee. Convergence involves matching the speech of the addressee, while divergence emphasizes differences.
3. Context and the addressee influence speech style. Formal contexts require formal styles, while informal contexts allow casual styles. Age, social roles, and status also
Discourse and genre
This document discusses discourse and genre. It defines discourse as a group of sentences that link propositions together to form a coherent unit. Genre is defined as a patterned and purposeful type of communication that is part of a culture. The document explains that discourse analysis is a type of genre analysis, and genres have distinguishing structures, purposes, language features and relationships to social contexts. It provides examples of common text genres like narratives, recounts and procedures to illustrate how analyzing genres can help analyze discourse.
Language and culture
1) Language and culture are intricately interwoven and influence each other. Language both reflects and shapes culture.
2) Culture can be defined as the patterns of behaviors, beliefs, and values that are learned and shared by a group of people. It includes thoughts, communications, languages, practices, and expected behaviors.
3) Teaching culture is important as it provides understanding of different perspectives and improves cultural competence. Techniques for teaching culture include using authentic materials and focusing on cultural themes.
Teaching english to young learners
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
Cross Cultural Contact with Americans
The document defines key terms related to culture and society such as mainstream culture, individual behavior, generalization, stereotype, melting pot, mosaic, minority, majority, homogeneous, and heterogeneous. It then discusses the meaning of the term "American" and provides a description of Americans as coming from diverse immigrant and refugee groups with a common cultural heritage based on diversity. The document observes American values that influence behavior such as personal control, change, equality, individualism, self-help, future orientation, action orientation, informality, and materialism.
What's hot (20)
Viewers also liked
cross cultural understanding.
This document discusses nonverbal communication and cultural differences in nonverbal cues. It begins by defining nonverbal communication as communication without words, including facial expressions, gestures, eye contact, and personal space. It then explains that while some expressions like fear or disgust are universal, most nonverbal cues differ across cultures and must be understood in context. The document proceeds to discuss specific types of nonverbal communication like gestures, facial expressions, eye contact, and personal space or conversational distance. It notes that the interpretation of nonverbal cues can vary significantly between cultures and outlines some examples, such as differences in smiling, grief expressions, friendship displays, and eye contact norms. The purpose is to increase awareness of nonverbal communication and how its meaning depends on
Opinion Leadership
This document discusses opinion leadership and the two-step flow theory of communication. It defines opinion leaders as engaged individuals who influence others by interpreting messages from mass media before passing them on. While two-step flow was traditionally studied in face-to-face contexts, online communities now allow opinion leadership to also occur digitally. Several studies are highlighted that explore how bloggers, microbloggers, and political figures on Twitter can act as online opinion leaders and influence word-of-mouth marketing. The document concludes that as long as people belong to the same online communities, they may be influenced by opinion leaders within those spaces.
The Revenge of Subcultures: the real value of Social Media for brands
This deck aims to demonstrate that marketers shape a wrong targeting for the social brands, focusing only on demographics and "average" consumers. But analysing average behaviors can only drive to weak and non relevant communication pillars, then a strong dismissal of consumers against brand digital properties.
This demonstration has been presented during Digital Shoreditch 2013, Future Brands day, by Laurent Francois
Cross Culture Understanding (CCU) Family : Types and Traditions in America
This document discusses different types of families and traditions in the United States. It covers topics such as newborns typically getting their own rooms, over 50% of young adults aged 18-24 living with their parents, senior citizens often living alone or socializing at centers, the importance of both nuclear and extended families, traditional gender roles with husbands working and wives raising children, high remarriage rates for divorced couples, and the diversity of modern families beyond just married couples with children.
CROSS CULTURE UNDERSTANDING-PERSONAL RELATIONSHIP
CROSS CULTURE UNDERSTANDING-PERSONAL RELATIONSHIP
GROUP PRESENTATION
MARISSA HALIM & ZUKI SUDIANA
Culture & Consumer Behaviour
The document summarizes a presentation on how culture and cross-cultural variations influence consumer behavior. It defines culture and discusses how cultural values are classified into other-oriented, environment-oriented, and self-oriented categories. It also examines how cross-cultural differences in areas like non-verbal communication, time orientation, and etiquette can impact marketing strategy when expanding to other cultures. The presentation was given by N. Chandra Sekhar, an MBA student at Prabhath Institution of Business Management, under the guidance of Assistant Professor Raghavendra Prasad.
cross cultural understanding
Raising children is a major responsibility that requires imparting a value system to help guide them. As young adults, children are encouraged to leave home and begin independent lives between 18-21 years old. For elderly family members, financial support often comes from social security rather than dependence on family. While the nuclear family is traditionally considered the standard family structure in the US, extended families including grandparents and other relatives are more common in other cultures. The modern American family is changing with higher rates of separation, divorce, and single-parent families resulting in less stable structures.
Chapter 10 personal relationship
This document discusses personal relationships, attachments, love, intimacy, commitment, and responsibility. It covers:
1) Types of attachments formed in childhood that can influence future relationships (secure, avoidant, anxious-ambivalent).
2) Stages of falling in love according to Helen Fisher (lust, attraction, attachment).
3) Theories of attraction including similarity, proximity, genetics, personality traits, and physical attractiveness.
4) Key aspects of love and intimacy including commitment, passion, and responsibility in relationships.
What's a creative communication?
IFM (Institut Français de la Mode) invited me to talk about what creative ideas are in advertising.
This is the support deck of the great open discussion we've had with the students.
More about RE-UP agency:
http://thisisreup.com
Integrated Live 2016 - The revenge of Subcultures in social media
A talk I've given to Integrated Live 2016 in London.
Marketers need to kill "average personas" as it ultimately destroys brand equity and miss the true value of social media: its versatile subcultures which create the most influential clusters and forecast what the whole societies might consume in the next future.
http://thisisreup.com
Personal Relationship
The document discusses various theories related to personal relationships and attraction. It covers topics like attachment theory, the three brain systems involved in love (lust, attraction, and attachment), factors that can influence attraction like proximity, similarity and reciprocity, and Sternberg's triangular theory of love. Relationship responsibilities are also discussed, as well as behaviors that can predict divorce such as criticism, denial of conflict, and contempt.
Marketing To Subcultures
This document discusses marketing to subcultures. It defines culture and subcultures, noting that subcultures are differentiated groups that are unified by factors like ethnicity, religion, age, disabilities or other traits. It provides examples of ethnic, religious, age and disabilities subcultures. The document also gives examples of companies like McDonald's, Burger King, IKEA, Barbican, United Colors of Benetton and Nescafe that target specific subcultures in their marketing.
Characteristics of culture
Culture is shared among people living together in a society, is learned from adults through enculturation rather than being innate, and relies on symbolic communication like language to develop and exchange complex ideas. An integrated culture requires all aspects like language to work together to effectively transmit functions, ideas, and ideals between members of a society.
Social class(Consumer Behavior)
This document discusses social class and its impact on consumer behavior. It defines social class as a continuum based on social position in a society. Social class is hierarchical and reflects a person's relative social status and prestige. Individuals compare themselves to others to determine their social standing through status consumption. Social class can be measured objectively using indexes that consider factors like occupation, education, and income. Marketers must understand how social class influences factors like shopping preferences, leisure activities, spending habits, and responses to advertising. However, social class is difficult to measure and individual dimensions may better predict behavior.
Consumer Behavior: Culture, Ethnic and Subculture
CULTURE is the ‘prism’ through which people view products and tryto make sense of their own and other people’s consumer behavior.
Subcultures
When the individual chooses not to belong in the mainstream, they may find a subculture to belong to.
Culture of Consumer Behavior
This document discusses various aspects of culture and how it impacts marketing. It defines culture and discusses how culture manifests through norms, consumption patterns, values and sanctions. It classifies cultural values into other-oriented, environment-oriented and self-oriented categories. It also discusses how culture is learned through enculturation and acculturation. Key elements that are part of a culture are discussed such as material culture, language, aesthetics, education, religion and social interactions. The document provides examples of how these different elements impact marketing tasks.
Chapter 13 Subcultures
This document discusses various subcultures and how they relate to consumer behavior. It defines subculture and examines nationality, religious, geographic, racial, age and sex-based subcultures. Specific examples are provided for each category, including differences in purchasing preferences. Marketers must understand these subcultures to effectively target consumer groups.
Social class
The document discusses social class and its relationship to consumer behavior. It defines social class as the hierarchical division of society based on status, and examines how social class is measured through subjective, reputational, and objective means. Some of the key social class categories discussed are the upper-upper class, lower-upper class, upper-middle class, lower-middle class, upper-lower class, lower-lower class, and the affluent consumer. The document also explores indexes used to measure social class composites like the Index of Status Characteristics and Socioeconomic Status Score.
Cross Culture Communication
This document discusses cross-cultural communication and provides tips for improving it. There are four fundamental patterns of cultural difference: communication styles, attitudes toward conflicts, decision making, and approaches to knowledge. High context cultures rely heavily on non-verbal cues while low context cultures rely more on words. Gestures can have different meanings across cultures. Barriers to cross-cultural communication include ethnocentrism, discrimination, stereotyping, cultural blindness, and cultural imposition. Ways to improve include slowing down, separating questions, avoiding negatives, taking turns, checking meanings, and maintaining etiquette. Developing skills like respecting differences, building trust, understanding body language, and connecting with people can help overcome cultural barriers.
Viewers also liked (20)
The Revenge of Subcultures: the real value of Social Media for brands
The Revenge of Subcultures: the real value of Social Media for brands
Cross Culture Understanding (CCU) Family : Types and Traditions in America
Cross Culture Understanding (CCU) Family : Types and Traditions in America
Integrated Live 2016 - The revenge of Subcultures in social media
Integrated Live 2016 - The revenge of Subcultures in social media
Similar to CROSS CULTURAL UNDERSTANDING-INTRODUCTION
Lee Rosenbusch Russel Zeppieri Look Firsttothe Standards
This document summarizes the Standards for Foreign Language Learning in the 21st Century. It was developed by a board of directors, advisory council, and standards task force composed of educators from across the nation. The standards are organized into 5 goals of communication, cultures, connections, comparisons, and communities. They envision that all students can successfully learn language and culture and that language education should be part of the core curriculum. The standards provide a framework to guide curriculum development and classroom instruction in foreign languages.
CIEP350_429_Schultz_F16_Syllabus_Children and Adolescent Literature.pdf
This document provides the syllabus for an adolescent literature course at Loyola University Chicago. The course will introduce students to the relevance of incorporating adolescent literature in middle and secondary classrooms. Key topics covered include evaluating and selecting adolescent literature, contemporary realistic fiction, graphic novels, censorship of banned books, and award-winning titles. Assignments include literacy autobiographies, reader response papers on assigned texts, an op-ed on challenging banned books, interviewing a teenager about reading habits, and developing an interdisciplinary thematic unit with a teaching team. The course aims to develop teachers who can foster social justice and critical thinking skills in students through the use of diverse adolescent literature.
Communicating cross culturally
The document discusses the importance of cultural competence for teachers in increasingly diverse classrooms. It outlines key cultural differences, such as ways of communicating, learning, and dealing with conflict, that teachers should be aware of. The document provides suggestions for teachers to gradually develop cultural competence, including building relationships, seeking cultural resources, and learning about students' cultures.
Engl 825 Session 8 Oct 21
The document discusses various topics related to bilingual education including different types of bilingual education programs, benefits of bilingualism, misconceptions about English-only instruction, the importance of incorporating students' home languages and cultures, and developing research questions for a project on second language literacy.
Week 6 345
The document discusses various topics related to teaching English to linguistically diverse students, including types of bilingual education programs, benefits of maintaining students' home languages, challenges faced by students of color, and the importance of giving pre-service teachers experience in multicultural settings. It also addresses misconceptions about English-only instruction and the need to embrace students' cultural and linguistic backgrounds in the classroom.
BUS communication: project on 'communication barriers, challenges and strateg...
This is a project i worked with 5 other students. We were assigned to find out the Communication barriers, challenges and strategies in a multicultural context a student face in the form of group project. To find out our objective we have to conduct one type of research. The research method was primary method .For primary research we took interview from six people who are living abroad for their higher level study purpose. After doing the research we found out the result that there are several reasons behind the Communication barriers, challenges and strategies in a multicultural context a student face and they have to cope with these problems and they have to solve it by themselves.
Intercultural english teacher for the global village 2
This document discusses the importance of developing intercultural communicative competence in language teaching. It proposes integrating linguistic competence with cultural dimensions to form intercultural speakers able to interact in real situations. An intercultural English teacher should guide learners through cultural experiences, organize cultural input, and use various teaching strategies to develop students' cultural knowledge, skills, and attitudes.
Intercultural english teacher for the global village 2
This document discusses the importance of developing intercultural communicative competence in language teaching. It proposes integrating linguistic competence with cultural dimensions to form intercultural speakers able to interact in real situations. An intercultural English teacher should guide learners through cultural experiences, organize cultural input, and use various teaching strategies to develop students' cultural knowledge, skills, and attitudes.
Language and Culture in Intercultural Communication
This document summarizes a presentation on language and culture in intercultural communication. It discusses how language is tied to culture and gives examples of differences in individualism vs collectivism. It also outlines resources from the American Language Institute, including conversation groups, workshops, and one-on-one tutoring to help international students improve their English skills. Tips are provided on participating effectively in classroom discussions while being mindful of cultural differences.
Working with International Students: 2017 Edition
From a workshop designed to help university lecturers work effectively with students from a variety of cultures and backgrounds.
Tesl Canada 2017 Workshop
This document discusses strategies for teaching academic writing to multicultural classrooms. It addresses challenges students face based on their different cultural backgrounds and languages, such as different approaches to writing, critical thinking, and plagiarism. The document provides examples of strategies like explicit writing instruction, track changes editing, and workshops. It also highlights the importance of understanding students' educational contexts and addressing issues like plagiarism jointly rather than through punishment. Teachers must find different ways to consolidate students' learning and appreciate why students may approach writing in different ways.
Advocacy Poster
This document discusses culturally responsive teaching and provides examples of how to incorporate culturally responsive practices into an urban planning unit for 6th grade students. It proposes using cross-curricular lessons across subjects like math, science, literacy, and more to teach about urban planning. Examples of lessons include estimating land use, sustainable water sources, cultural demographics, and more. The document also provides guidance on ensuring instruction is culturally responsive through practices like content menus, oral history interviews, and considering multiple cultural perspectives.
Advocacy Poster group 4-1
This document discusses culturally responsive teaching and presents an example of a 6-week cross-curricular unit on urban planning that incorporates these principles. The unit involves lessons in multiple subjects like math, science, social studies, literacy, photography, and music. It aims to educate students about diverse cultural perspectives and validate different cultural experiences. Oral history interviews and analyzing communication styles help promote cross-cultural understanding. Ensuring all students feel included through approaches like differentiated instruction and heterogeneous grouping is also discussed.
Interprofessional Practice
The document summarizes a research project involving students from Stellenbosch University and the University of the Western Cape (UWC) that aimed to explore students' professional and social identities. It describes a course called "Community, Self and Identity" that brought students from psychology, social work, and occupational therapy together using workshops, online activities, and group projects. Student feedback was overwhelmingly positive and the research team published numerous papers on the project's aims, processes, and outcomes. The project provided an innovative approach for students to engage with issues of diversity and difference across disciplinary and institutional boundaries.
Day1
The document outlines the plan and goals for the first day of an international and intercultural study course. It includes introducing course goals, understanding culture and intercultural communication, reviewing the syllabus, and interactive activities for students to discuss their names and reasons for taking the course. The goals of the course are to develop cultural sensitivity, understand intercultural communication barriers and one's own culture, and prepare for international experiences through cultural analysis and awareness.
Incorporating world heritages and cultures into thematic units for TEYL
TEFL should not be limited to the teaching of linguistic skills and the culture of the target language. It should rather highlight cultural diversity to prepare young people for a multicultural world. Exposure to different cultures at an early age leaves almost no room for stereotypes.
Presentation1
This document summarizes key points from several sources about teaching linguistically diverse students. It discusses the importance of not making assumptions about students based on broad census categories, and finding out about their individual backgrounds and needs. It also emphasizes making course content relevant to students' lives, understanding academic language from an expert perspective, and allowing multiple ways for students to demonstrate knowledge. The document cautions against biases and expectations that don't align with students' own perspectives. It provides suggestions for inclusive classroom practices like clear expectations, encouraging participation, and assessing teaching approaches.
The Classroom as a Global Community
This document discusses how to create a global classroom community. It defines globalization as the interconnectedness between people, ideas, economies, environments, communications, politics, and societies across the world. An education with a global perspective develops knowledge, skills, and attitudes to live effectively in a diverse and interdependent world with limited resources. It emphasizes understanding different cultures and seeing how local issues connect to global ones. Creating a global classroom involves using technology and international materials, integrating perspectives from other cultures, and assessing students in varied ways like problem-solving real world issues. Teachers must incorporate a global view throughout the curriculum, not just social studies, to prepare students for interacting in a global society.
presentation (corrected) (2).pptx
This document summarizes a master's thesis that examined the impact of intercultural communicative competence (ICC) on English as a foreign language (EFL) students' proficiency and achievement. The study involved questionnaires with 40 students and interviews with 6 teachers at a university in Algeria. Results indicated that ICC was not adequately incorporated into teaching and that ICC could enhance students' language skills if integrated properly. Recommendations included encouraging student exchanges, project work, and teacher training to better integrate cultural aspects into EFL classrooms.
Standards For Foreign Language For U. Ma.
Incorporate strategies for success in learning a second language. This slide show is connected to my presentation at the TESOL Convention, March 27, 2010.
Similar to CROSS CULTURAL UNDERSTANDING-INTRODUCTION (20)
Lee Rosenbusch Russel Zeppieri Look Firsttothe Standards
Lee Rosenbusch Russel Zeppieri Look Firsttothe Standards
CIEP350_429_Schultz_F16_Syllabus_Children and Adolescent Literature.pdf
CIEP350_429_Schultz_F16_Syllabus_Children and Adolescent Literature.pdf
BUS communication: project on 'communication barriers, challenges and strateg...
BUS communication: project on 'communication barriers, challenges and strateg...
Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2
Language and Culture in Intercultural Communication
Language and Culture in Intercultural Communication
Incorporating world heritages and cultures into thematic units for TEYL
Incorporating world heritages and cultures into thematic units for TEYL
More from ZUKI SUDIANA
Phonetic mr irpan consonant
This document discusses the consonant "R" and the difficulties learners face when acquiring the pronunciation of "R" sounds, known as rhotics, in a second language. Rhotics can be produced differently across languages, such as a tap in Spanish versus a prolonged airflow in English. The variation in articulation of rhotics makes them challenging for second language learners, though language acquisition takes time and practice and leads to powerful results.
Phonethic mr irpan aspect of connected speech chapter 14
This document discusses four aspects of connected speech: rhythm, assimilation, elision, and linking. It defines each aspect and provides examples. Rhythm refers to the regular occurrence of stressed and unstressed syllables. Assimilation is the change in pronunciation of sounds due to surrounding sounds, including place of articulation, manner, and voice. Elision is the omission of sounds, especially vowels and consonants, in casual speech. Linking describes how words and sounds are connected together according to five basic rules.
Part of speech
Part of speech refers to the functional role that a word plays in a sentence. There are 8 main parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. Nouns name people, places, things, and ideas. Pronouns replace nouns. Adjectives describe nouns. Verbs indicate actions or states of being. Adverbs modify verbs, adjectives, and other adverbs. Prepositions show relationships of time, place, and direction. Conjunctions connect words and sentences. Interjections express emotions.
Nasals and other consonants group 1 marissa & zuki
This document discusses nasal consonants and lateral consonants. It defines nasal consonants as sounds where air escapes through the nose during production, giving examples of the nasal consonants in English. It describes the three types of closure involved in producing nasal consonants. It then defines lateral consonants as sounds where the back of the tongue contacts the hard palate while the front of the tongue lowers, channeling air around the sides of the tongue. It distinguishes between two types of lateral consonants and notes that rhotics, or 'r' sounds, vary significantly across languages in their articulation.
Ms endar syllable & stress
The document discusses stress and syllables in English words. It explains that stress affects pronunciation by making syllables longer, higher in pitch, or louder. Words can change meaning depending on which syllable is stressed. For example, "contract" is a noun with stress on the first syllable, while "contract" is a verb with stress on the second syllable. Adjectives are sometimes distinguished from verbs by stress placement as well. The document provides examples of how stress impacts the meaning of phrases like "blackboard" versus "black board".
Intro to literature 13
This document summarizes notable 19th century British prose writers and their works. It discusses Charles Lamb and his essays and children's stories written with his sister Mary. It also mentions William Hazlitt and his literary criticisms as well as Thomas De Quincey's autobiographical work "Confessions of an English Opium Eater." Additionally, it outlines Thomas Carlyle's works on history and philosophy, Thomas Babington Macaulay's historical writings, and Charles Darwin's influential works on evolution including "The Origin of Species." Finally, it briefly describes the works of John Ruskin, Walter Pater, Lewis Carroll, Samuel Butler and their contributions to literature in the 19th century.
Intro to literature 11
This document summarizes notable 19th century English poets and some of their works. It discusses Alfred Lord Tennyson and his poems including In Memoriam, Ulysses, and The Princess. It also mentions Robert Browning, Elizabeth Barrett Browning, Matthew Arnold, Arthur Hugh Clough, Dante Gabriel Rossetti, Algernon Charles Swinburne, Edward Fitzgerald, George Meredith, Rudyard Kipling, and Francis Thompson along with select poems from each.
Intro to literature 11
This document summarizes notable 19th century English poets such as Alfred Lord Tennyson, Robert Browning, Matthew Arnold, and Elizabeth Barrett Browning. It provides biographical information on each poet and lists some of their most famous poems. These include Tennyson's Idylls of the King, Browning's The Ring and the Book, Barrett Browning's Sonnets from the Portuguese, and Fitzgerald's translation of The Rubaiyat of Omar Khayyam. The document also mentions other significant poets of the time such as Swinburne, Clough, Rossetti, Kipling, and Thompson.
Intro to literature 10
The document summarizes major Romantic period poets of the early 19th century in England. It discusses William Wordsworth and Samuel Taylor Coleridge as leaders of the Romantic movement with their Lyrical Ballads publication. Lord Byron is mentioned for his narrative poems like Childe Harold and Don Juan. Percy Shelley is noted for poems like Ozymandias expressing love of nature and freedom. John Keats is praised for his emphasis on beauty and stillness in odes like To a Nightingale. Robert Southey and Thomas Campbell are also briefly mentioned for their patriotic poems.
Intro to literature 9
This document summarizes notable 18th century English writers and their works. It discusses novelists such as Daniel Defoe, Samuel Richardson, Henry Fielding, Laurence Sterne, and Ann Radcliffe. It also outlines works by non-fiction writers and poets such as Richard Steele, Joseph Addison, Jonathan Swift, Samuel Johnson, James Boswell, Edward Gibbon, and Edmund Burke. The document provides brief overviews of important novels from the period like Robinson Crusoe, Pamela, Tom Jones, and The Mysteries of Udolpho. Overall, it examines the shift from heroic tragedy to more reasonable plots in literature during this time period through analyzing the prominent authors and selected works.
Intro to literature 8
This document summarizes English poets from 1660-1798. It discusses major poets such as John Dryden who wrote satires and translations of classical works. Alexander Pope is discussed for his translations of Homer's works and poems like "Essay on Criticism." Other poets mentioned include Oliver Goldsmith, James Thomson, Edward Young, Robert Blair, Thomas Gray, William Blake, Robert Burns, and William Cowper. The document analyzes the themes and styles of poetry in this era, including the popularity of the heroic couplet and poems focusing on nature, death, and escaping the rationalism of the 18th century through older forms of poetry.
Intro to literature 7
Dryden was the most prominent author of the Restoration period, writing both heroic plays that were popular at the time as well as comedies that satirized conventions in heroic plays. Other major authors included Otway, Etherege, Wycherley, and Congreve who wrote comedies of manners that depicted the immoral society of the time. Sheridan also wrote famous comedies later in the 18th century. Prose works included Locke's influential Essay on Human Understanding and the diaries of Pepys and Evelyn which provide historical accounts of the Restoration era.
Intro to literature 6
The document discusses the life and works of 17th century English poet John Milton. It summarizes that Milton lived during a turbulent time in English history that included the English Civil War. As a scholar and civil servant, Milton wrote extensively, including the epic poems Paradise Lost and Paradise Regained, as well as shorter poems and masques. The document also briefly outlines other notable literary works of Milton's era, such as poems, songs, and prose works focused on religion, character studies, and fishing.
Intro to literature 5
Elizabethean drama flourished in England during the late 16th century. The plays of this period were mostly comedies or tragedies and featured notable works by many authors. William Shakespeare was the most famous playwright of this era, penning beloved tragedies like Romeo and Juliet as well as comedies such as A Midsummer Night's Dream. Christopher Marlowe was another influential early dramatist, writing plays focused on violence and cruelty like Tamburlaine the Great.
Intro to literature 4
This document provides an overview of Elizabethan poetry and prose from the period of 1579 to 1603. It summarizes notable Elizabethan poets such as Sir Thomas Wyatt, the Earl of Surrey, William Shakespeare, Edmund Spenser, and Sir Philip Sidney. It also discusses their significant works, including Shakespeare's sonnets. The document then summarizes notable Elizabethan prose works and their authors, such as translations of Plutarch and works by Francis Bacon. Finally, it includes the full text of Shakespeare's Sonnet 18.
Intro to literature 3
The document summarizes Middle English literature from 1100 to 1500. It notes that Geoffrey Chaucer was the greatest poet of this period and his most famous work was The Canterbury Tales, a collection of stories told by pilgrims on a journey. Other major works mentioned include Troilus and Cryseyde, The Legend of Good Women, Piers the Plowman, and Sir Gawain and the Green Knight. The document also discusses religious dramas known as mystery plays and morality plays that were popular during this era.
Intro to literature 2
The document summarizes Old English literature from the 7th century to 1066. It discusses the main genres which include heroic poems, elegies, classical poems, and Christian poems. Beowulf is provided as an example of the most famous work. It notes that most authors during this period were anonymous and only 12 names are known, with 4 identities certain. The period saw epigraphs, riddles, short practical verses, and prose works like histories and translations.
Poetry analysis 2 theme & messages
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
POETRY ANALYSIS 1
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
More from ZUKI SUDIANA (20)
Phonethic mr irpan aspect of connected speech chapter 14
Phonethic mr irpan aspect of connected speech chapter 14
Nasals and other consonants group 1 marissa & zuki
Nasals and other consonants group 1 marissa & zuki
Recently uploaded
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
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 KanvariaPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneWhat is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Recently uploaded (20)
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
CROSS CULTURAL UNDERSTANDING-INTRODUCTION
- 2. Introduction to syllabus O In this course, leaners will get comprehensive overview of cultures. There are so many cultures in the world to learn. Usually, perspectives, norms or habits can be a culture if it is done by a lot of people in certain area. O Studying cultures means analyzing about some cultures in certain area. Knowing more about cultures in different country will approve our knowledge about socializing. One most important point is that a culture has power to form the society around it.
- 3. Course goals O Communicate effectively across different cultures and develop cross-cultural understanding between Indonesian and American cultures, but since it is essentially a methodology it is applicable to the exploration of any two cultures, and versions in other languages have been developed elsewhere. O Set up the background and the context of Cultures and they know how web-based resources and electronic communication tools connect and intersect in order to meet these subjects
- 4. Continue O Understand the process that enables leaners to gradually and collaboratively construct and refine their understanding of the other culture both in and outside of class. Specific examples will be given of how students, with the help of their peers and the teacher O Find their experience or activities specifically designed to help leaners / friends understand cultural differences will enhance respect and tolerance between and among leaners of different ethnic backgrounds. O
- 5. Grading System O Class Activities : 20 % O Reading Report (Presentation) : 30 % O Final Test Paper : 30 % O Attendance : 20 %
- 6. Learning Method : O Presentation O Discussion O Question and Answer O Reading Report O Case study (refers to the real usage of languages and it will be written for the final exam paper)
- 7. The Qualification of Reading Report : O Written on A4 paper, 12 Times New Roman, 1,5 Space, Normal margin. O Word Count : O No Plagiarism O Mention the references.
- 8. Topics Introduction of the subject to syllabus Introduce about cross cultural understanding Verbal pattern Non Verbal Pattern Personal relationship Families value Quiz Review
- 9. Continue Educational attitudes Work Values Time and space pattern Cultural conflict Cultural adjustment Quiz and review Final-Exam
- 10. Questions 1) What is CCU ? 2) Why should be different? 3) What are the diversity between us? 4) What are the problems? 5) What should we do?
- 12. There are six blind man have to describe about the elephant Would you tell me what does elephant look like?