Cultureshock3
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The document discusses culture shock and its impact on cross-cultural communication. It defines culture shock as anxiety resulting from the loss of familiar social signs and symbols. Common symptoms include anger, homesickness, depression and relationship stress. Culture shock occurs when one is totally immersed in a new culture without understanding its customs or behaviors. To cope, one must become aware of cultural differences, avoid stereotypes, and respect other cultural viewpoints. For effective cross-cultural communication and language teaching, cultural awareness and sensitivity are important.
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This document discusses definitions of culture and cultural dimensions. It provides several definitions of culture that reference aspects like knowledge, beliefs, customs, and habits that distinguish one human group from another. The document notes that defining culture is difficult as it has many dimensions. It also discusses cultural dimensions identified by Geert Hofstede from a large survey study, including power distance, individualism, masculinity, uncertainty avoidance, and long-term orientation. The document encourages learning about the culture of the country you are visiting to better understand cultural differences and similarities.
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Cultural conflicts can arise from misinterpretations, ethnocentrism, stereotypes, and prejudice between cultures. When people move to a new culture, they experience culture shock as they adjust to different customs and ways of life. There are distinct stages of adjustment, beginning with an initial "honeymoon period" excitement, followed by culture shock and struggles with daily tasks. With time and experience, people can progress to feeling more mentally isolated, then eventually reaching acceptance and integration into the new culture. Upon returning home, people may also experience reverse culture shock in readjusting to their native culture. Preventing cross-cultural conflicts requires awareness of attitudes and sensitivity to cultural differences.
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Luigi is 7 years old. He lives in a small village in a relatively unspoiled region of Italy where his mother is part of a group of people who cook together and then set up tables in the streets where friends, neighbours and the odd visitors can come and eat delicious food. He is described by his family as ‘the best pasta maker’ in the village and they say this is because when he comes home from school he joins the cooks and spends all his time making pasta. They call it his job. At school his teacher describes him as a ‘very pleasant but rather slow child with no particular aptitude’.
Abdul is 9 years old. He lives in Balkur, Iran. He was asked about what work he does to help his family income and he said that he felt that he could be involved in watering the plants. He said, ‘Now that I am 9 I am strong enough to carry the water from the well. Last year I was too small and weak. Now I have strong hands and good legs. I water our rice field and our garden for two hours every day. I would like to work in the hotel because you get more money but my parents say I am too young. I go to school in the mornings and when I come home I help with the rice fields and the garden.
How would you define Luigi’s culture? Do you see it as one culture or more than one? Might there be a culture of the home, of the school, of the streets and community, or the village itself? And perhaps there is a culture of the country that in some ways touches little Luigi. And how about Iranian Abdul?
We have talked about culture throughout this book without stopping to define it. This is partly because everyone holds a common-sense definition of culture in their heads. This relates to the beliefs, artefacts, values and other things that bind people together. It might refer to the dance, music, food, language(s), religions, rituals, values, celebrations, customs and everything else that make members of a group feel a sense of belonging to that group. This is rather a superficial definition and ignores the role played by the players in making culture and passing it on and changing it. It makes it seem that culture is something fixed and ‘given’ to those born into it, rather than seeing its dynamic nature.
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This document summarizes key points about developing intercultural communication competence. It discusses adopting correct attitudes like tolerating ambiguity and being open-minded. It outlines acquiring knowledge about other cultures through observation, formal study, and immersion. It also describes developing culture-specific skills like active listening, empathy, and flexibility. The presentation provides an overview of intercultural communication and strategies for improving competence.
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This document summarizes key points about developing intercultural communication competence. It discusses adopting correct attitudes like tolerating ambiguity and being open-minded. It outlines acquiring knowledge about other cultures through observation, formal study, and immersion. It also describes developing culture-specific skills like active listening, empathy, and flexibility. The presentation provides an overview of intercultural communication and strategies for improving competence.
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Culture shock is a psychological reaction people experience when living in a culture different from their own for an extended period of time. It occurs in four phases: honeymoon, crisis, recovery, and adjustment. The essay discusses the causes and effects of culture shock experienced by international students in the United States. Common causes include differences in language, food, social norms, and values. Effects include feelings of frustration, anxiety, loneliness, and isolation as students struggle to adjust. Proper preparation and developing social support systems can help smooth the transition between cultures and reduce the impacts of culture shock.
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1. The document discusses differences in nonverbal communication across cultures, focusing on Latin American and American cultures. It highlights differences in uses of space, eye contact, smiling, gestures, and views of time, work, play, and money.
2. Teachers are advised to help students learn to adapt their nonverbal behaviors to different contexts rather than replace their own cultural practices. Role playing can help students become aware of cultural differences in communication.
3. While smiling, eye contact, and views of noise vs. silence differ between Latin and American cultures, all cultures have virtues and flaws, and nonverbal behaviors should be understood in cultural context rather than judged as superior or inferior.
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Cultural conflicts can arise from misinterpretations, ethnocentrism, stereotypes, and prejudice between cultures. When people move to a new culture, they experience stages of cultural adjustment including initial fascination, culture shock, learning to navigate daily life, potential isolation, and eventual acceptance and integration. Upon returning home, people may also go through return anxiety, an initial excitement, and then re-entry shock as friends and family do not fully understand their experiences in the new culture. Preventing conflicts and easing adjustment requires awareness of cultural influences and sensitivity to differences.
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The document discusses cultural sensitivity in libraries. It outlines nine cultural values identified by Boykin including spirituality, harmony, and communalism. It notes differences in communication styles, body language, humor, religion, education systems, and views of family across cultures. The document provides guidance for serving patrons of different ages and discusses implications for practice, including the need for a diverse collection and culturally competent staff. Librarians should recognize cultural differences and communicate effectively with all patrons.
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La Sierra University International Office hosts close to 300 international students every quarter and with the idea that these students travel far from home to study in a foreign country, we like to support them by introducing them to mentors that will help nurture and mentor them to experience La Sierra University and California.
Having spent some time thinking about the child in society and the
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Luigi is 7 years old. He lives in a small village in a relatively unspoiled region of Italy where his mother is part of a group of people who cook together and then set up tables in the streets where friends, neighbours and the odd visitors can come and eat delicious food. He is described by his family as ‘the best pasta maker’ in the village and they say this is because when he comes home from school he joins the cooks and spends all his time making pasta. They call it his job. At school his teacher describes him as a ‘very pleasant but rather slow child with no particular aptitude’.
Abdul is 9 years old. He lives in Balkur, Iran. He was asked about what work he does to help his family income and he said that he felt that he could be involved in watering the plants. He said, ‘Now that I am 9 I am strong enough to carry the water from the well. Last year I was too small and weak. Now I have strong hands and good legs. I water our rice field and our garden for two hours every day. I would like to work in the hotel because you get more money but my parents say I am too young. I go to school in the mornings and when I come home I help with the rice fields and the garden.
How would you define Luigi’s culture? Do you see it as one culture or more than one? Might there be a culture of the home, of the school, of the streets and community, or the village itself? And perhaps there is a culture of the country that in some ways touches little Luigi. And how about Iranian Abdul?
We have talked about culture throughout this book without stopping to define it. This is partly because everyone holds a common-sense definition of culture in their heads. This relates to the beliefs, artefacts, values and other things that bind people together. It might refer to the dance, music, food, language(s), religions, rituals, values, celebrations, customs and everything else that make members of a group feel a sense of belonging to that group. This is rather a superficial definition and ignores the role played by the players in making culture and passing it on and changing it. It makes it seem that culture is something fixed and ‘given’ to those born into it, rather than seeing its dynamic nature.
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1Unit 2 Cultural Interview AssignmentThis document includes.docx
This document provides guidance for students to conduct a cultural interview assignment. It outlines the assignment objectives of learning about and appreciating cultural differences by investigating the relationship between culture and place. It details the requirements for a written paper including an introduction, interview summary, discussion of the relationship between culture and geography, and conclusion. The document also provides tips for conducting the interview respectfully and lists possible interview questions about the subject's biography, culture, and experiences related to immigration, traditions, and cultural views.
Chapter 6 (intercultural communication competence)
This document summarizes key points about developing intercultural communication competence. It discusses adopting correct attitudes like tolerating ambiguity and being open-minded. It outlines acquiring knowledge about other cultures through observation, formal study, and immersion. It also describes developing culture-specific skills like active listening, empathy, and flexibility. The presentation provides an overview of intercultural communication and strategies for improving competence.
Chapter 6 (intercultural communication competence)
This document summarizes key points about developing intercultural communication competence. It discusses adopting correct attitudes like tolerating ambiguity and being open-minded. It outlines acquiring knowledge about other cultures through observation, formal study, and immersion. It also describes developing culture-specific skills like active listening, empathy, and flexibility. The presentation provides an overview of intercultural communication and strategies for improving competence.
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Culture shock is a psychological reaction people experience when living in a culture different from their own for an extended period of time. It occurs in four phases: honeymoon, crisis, recovery, and adjustment. The essay discusses the causes and effects of culture shock experienced by international students in the United States. Common causes include differences in language, food, social norms, and values. Effects include feelings of frustration, anxiety, loneliness, and isolation as students struggle to adjust. Proper preparation and developing social support systems can help smooth the transition between cultures and reduce the impacts of culture shock.
Nonverbal Communication
1. The document discusses differences in nonverbal communication across cultures, focusing on Latin American and American cultures. It highlights differences in uses of space, eye contact, smiling, gestures, and views of time, work, play, and money.
2. Teachers are advised to help students learn to adapt their nonverbal behaviors to different contexts rather than replace their own cultural practices. Role playing can help students become aware of cultural differences in communication.
3. While smiling, eye contact, and views of noise vs. silence differ between Latin and American cultures, all cultures have virtues and flaws, and nonverbal behaviors should be understood in cultural context rather than judged as superior or inferior.
culture clash 101
Delivered at a workshop I led at the Huntington Beach School District development days. However contents are useful for most cultural miscalculations
5.INTERCULTURAL SENSITIVITY.pptx
Intercultural communication occurs when individuals from different cultural backgrounds interact and create shared understandings. The Development Model of Intercultural Sensitivity (DMIS) proposes six stages of experiencing cultural differences, from denial of differences to integration of multiple cultural perspectives. Characteristics of competent intercultural communicators include flexibility, open-mindedness, sensitivity and the ability to consider different gender, age, cultural, social and religious backgrounds without bias.
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This document discusses several key aspects of cultural differences, including individualism vs collectivism, high-context vs low-context communication, power distance, and uncertainty avoidance. It also covers culture shock, describing the typical stages people experience when adjusting to a new culture like the honeymoon stage, irritability, gradual adjustment, and adaptation. Finally, it provides signs of culture shock and tips for dealing with culture shock, such as getting involved in activities, embracing the new culture, and reaching out for support.
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Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
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Introduction
The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
Business storytelling: key ingredients to a story
Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
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Innovation Management Frameworks: Your Guide to Creativity & InnovationOperational Excellence Consulting
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentationsEllen Burstyn: From Detroit Dreamer to Hollywood Legend | CIO Women Magazine
In this article, we will dive into the extraordinary life of Ellen Burstyn, where the curtains rise on a story that's far more attractive than any script.
Profiles of Iconic Fashion Personalities.pdf
The fashion industry is dynamic and ever-changing, continuously sculpted by trailblazing visionaries who challenge norms and redefine beauty. This document delves into the profiles of some of the most iconic fashion personalities whose impact has left a lasting impression on the industry. From timeless designers to modern-day influencers, each individual has uniquely woven their thread into the rich fabric of fashion history, contributing to its ongoing evolution.
Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
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留信网认证的作用:
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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