Learning Tool “Awareness of cultural-stereotyping and how to avoid it “.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Chapter 4 barriers to intercultural communicationCCUCLASSA2017
This Presentation explain about the barriers to intercultural communication. this presentation is created by group 2 in Cross-Cultural Understanding Class, English Education Program, Yogyakarta State University.
Chapter 4 barriers to intercultural communicationCCUCLASSA2017
This Presentation explain about the barriers to intercultural communication. this presentation is created by group 2 in Cross-Cultural Understanding Class, English Education Program, Yogyakarta State University.
Many Westerners engage in a high degree of ethnocentrism which i.docxtienboileau
Many Westerners engage in a high degree of ethnocentrism which is the belief that one's own culture is superior to all others and that their culture's way of thinking about the world or doing things is the only correct way. Exceptionalism is evident in the belief that people from other cultures are "under-developed", "primitive", or "savages". Western educational systems generally teach from an "Eurocentric" perspective which means students are mostly exposed to the ideas of old,rich,white,straight,often long-dead men. The social theories that underpin the discipline of global health are no exception. The ideas from amazing scholars from the 84% of the world that is non-Western are not regularly presented to students.
We will be critically analyzing how Western ethnocentrism and exceptionalism regularly creates problems in global health work. Some of the problematic Western ethnocentric and exceptionalist ideas we will consider are: 1) "Doing something is always better than doing nothing", 2) "I want to be a voice for the voiceless", 3) "Impoverished people in developing countries always want our help", 4) "Westerners know best how to help impoverished people in developing countries" and 5) " People in impoverished countries, who are closest to the problems, are not well-educated and are therefore not capable of developing their own solutions".
Module Learning Objectives
By the completion of this module, the student should be able to do the following:
Critically analyze and reflect on ideas that challenge the notion of Western ethnocentrism and exceptionalism.
Critically analyze and reflect on the effects of Western ethnocentrism on global health work.
Required Learning Activities
Reading:
Ethnocentrism
The White Savior Industrial Complex -- Teju Cole
No White Saviors
The reductive seduction of other people's problems
The third world is not your classroom
How not to save the world: Why US students who go to poor countries to do good often do the opposite
Volunteering abroad? Read this before you post that selfie
Barbie challenges the 'white savior complex'
Video:
Meet the women behind #nowhitesaviors
Assignments and Grading Rubric
Reaction and Reflection _1 Assignment instructions and grading rubric.docx
Reaction and reflection 1 questions template.docx
.
This module discusses basic information about diversity and inclusiveness necessary for preparing employees to work in multicultural workplace settings.
Learning Tool “Cultural Self-Awareness “.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool “CULTURAL SELF-AWARENESS AS THE FIRST STEP FOR CULTURALLY COMPETENT CARE“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Chapter 12 Coping and Support in Late Adulthood I. Coping.docxbartholomeocoombs
Chapter 12 Coping and Support in Late Adulthood
I. Coping Strategies and Aging
A. Non-developmental Models of Coping
1. Late adulthood presents new challenges as adults enter their elderly years
2. One popular and long-standing way of describing cognitive coping strategies is through the use of coping mechanisms.
3. These mechanisms can range from the
a) More deliberately used and adaptive, such as humor, to
b) The more involuntary, immature, and maladaptive, such as extreme denial of a source of stress (Vaillant, 2000).
4. Another way is to divide strategies by focus- Popular non-developmental models of coping
a) Problem-focused category
(1) Aimed at searching for workable solutions or resolutions to the issues creating the stress.
b) Emotion-focused category
(1) Generally used when the target or source of the stress cannot be changed or eliminated.
B. Developmental Regulation
1. Developmental regulation
a) Highlights differences between primary control, which peaks in middle adulthood, and secondary control, which increases in strength and effectiveness throughout adulthood
b) Offers a strategy for maintaining a sense of personal control over our situation, which is likely to contribute to successful aging
c) PRIMARY CONTROL generally involves outward or external actions,
d) SECONDARY CONTROL involves deliberately adjusting our internal sense of self, identity, and motivation to cope with external changes (Heckhausen, 1997).
C. Socioemotional Selectivity Theory
1. Most people maintain the size of their social support network until very late in life.
2. The socioemotional selectivity theory (SST) encourages older adults to cope by regulating their emotional responses, primarily by limiting their social interactions to those that are positive and supportive.
D. Selection, Optimization, and Compensation
1. The Selection, Optimization, and Compensation SOC model encourages older adults to
a) Survey their resources and select reasonable goals and priorities
b) Optimize their resources with a focus on achieving those goals
c) Use their resources to compensate for losses.
2. While considered a meta-theory and applied to many areas of life, the SOC model is well suited as a coping strategy for older adults who are adjusting to limited resources and abilities.
II. Coping by Accepting Social Support
A. Social Relationships and Support
1. A helpful way to cope with the challenges of aging is to turn to trustworthy family members, friends, and neighbors.
2. Social networks generally get smaller with age, but they will increase as an older adult experiences more disability and when a crisis oc.
Culture is increasingly an important element in the tourism workplaces in which it creates distinctiveness and authenticity of diversity and cultural differences does not matters. In this lesson, you will learn about the culture and its impact in the multicultural diversity in workplaces of tourism sectors.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Many Westerners engage in a high degree of ethnocentrism which i.docxtienboileau
Many Westerners engage in a high degree of ethnocentrism which is the belief that one's own culture is superior to all others and that their culture's way of thinking about the world or doing things is the only correct way. Exceptionalism is evident in the belief that people from other cultures are "under-developed", "primitive", or "savages". Western educational systems generally teach from an "Eurocentric" perspective which means students are mostly exposed to the ideas of old,rich,white,straight,often long-dead men. The social theories that underpin the discipline of global health are no exception. The ideas from amazing scholars from the 84% of the world that is non-Western are not regularly presented to students.
We will be critically analyzing how Western ethnocentrism and exceptionalism regularly creates problems in global health work. Some of the problematic Western ethnocentric and exceptionalist ideas we will consider are: 1) "Doing something is always better than doing nothing", 2) "I want to be a voice for the voiceless", 3) "Impoverished people in developing countries always want our help", 4) "Westerners know best how to help impoverished people in developing countries" and 5) " People in impoverished countries, who are closest to the problems, are not well-educated and are therefore not capable of developing their own solutions".
Module Learning Objectives
By the completion of this module, the student should be able to do the following:
Critically analyze and reflect on ideas that challenge the notion of Western ethnocentrism and exceptionalism.
Critically analyze and reflect on the effects of Western ethnocentrism on global health work.
Required Learning Activities
Reading:
Ethnocentrism
The White Savior Industrial Complex -- Teju Cole
No White Saviors
The reductive seduction of other people's problems
The third world is not your classroom
How not to save the world: Why US students who go to poor countries to do good often do the opposite
Volunteering abroad? Read this before you post that selfie
Barbie challenges the 'white savior complex'
Video:
Meet the women behind #nowhitesaviors
Assignments and Grading Rubric
Reaction and Reflection _1 Assignment instructions and grading rubric.docx
Reaction and reflection 1 questions template.docx
.
This module discusses basic information about diversity and inclusiveness necessary for preparing employees to work in multicultural workplace settings.
Learning Tool “Cultural Self-Awareness “.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool “CULTURAL SELF-AWARENESS AS THE FIRST STEP FOR CULTURALLY COMPETENT CARE“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Chapter 12 Coping and Support in Late Adulthood I. Coping.docxbartholomeocoombs
Chapter 12 Coping and Support in Late Adulthood
I. Coping Strategies and Aging
A. Non-developmental Models of Coping
1. Late adulthood presents new challenges as adults enter their elderly years
2. One popular and long-standing way of describing cognitive coping strategies is through the use of coping mechanisms.
3. These mechanisms can range from the
a) More deliberately used and adaptive, such as humor, to
b) The more involuntary, immature, and maladaptive, such as extreme denial of a source of stress (Vaillant, 2000).
4. Another way is to divide strategies by focus- Popular non-developmental models of coping
a) Problem-focused category
(1) Aimed at searching for workable solutions or resolutions to the issues creating the stress.
b) Emotion-focused category
(1) Generally used when the target or source of the stress cannot be changed or eliminated.
B. Developmental Regulation
1. Developmental regulation
a) Highlights differences between primary control, which peaks in middle adulthood, and secondary control, which increases in strength and effectiveness throughout adulthood
b) Offers a strategy for maintaining a sense of personal control over our situation, which is likely to contribute to successful aging
c) PRIMARY CONTROL generally involves outward or external actions,
d) SECONDARY CONTROL involves deliberately adjusting our internal sense of self, identity, and motivation to cope with external changes (Heckhausen, 1997).
C. Socioemotional Selectivity Theory
1. Most people maintain the size of their social support network until very late in life.
2. The socioemotional selectivity theory (SST) encourages older adults to cope by regulating their emotional responses, primarily by limiting their social interactions to those that are positive and supportive.
D. Selection, Optimization, and Compensation
1. The Selection, Optimization, and Compensation SOC model encourages older adults to
a) Survey their resources and select reasonable goals and priorities
b) Optimize their resources with a focus on achieving those goals
c) Use their resources to compensate for losses.
2. While considered a meta-theory and applied to many areas of life, the SOC model is well suited as a coping strategy for older adults who are adjusting to limited resources and abilities.
II. Coping by Accepting Social Support
A. Social Relationships and Support
1. A helpful way to cope with the challenges of aging is to turn to trustworthy family members, friends, and neighbors.
2. Social networks generally get smaller with age, but they will increase as an older adult experiences more disability and when a crisis oc.
Culture is increasingly an important element in the tourism workplaces in which it creates distinctiveness and authenticity of diversity and cultural differences does not matters. In this lesson, you will learn about the culture and its impact in the multicultural diversity in workplaces of tourism sectors.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Module I: CULTURAL
AWARENESS
Topic 4: Awareness of
cultural-stereotyping
and how to avoid it
Summary
In this topic, you will learn what stereotypes are and how
they run around the world
Maybe all of us have a set of stereotypes. The really
important thing is to be aware of them
They are often related to differences of gender, ethnic and
many, many othersSummary
Cultural Stereotyping
Awareness of cultural
stereotyping
How to avoid cultural
stereotyping while
communication
Task
Summary
Thus, you will learn how to cope with your stereotypes
to have good relationships
3. Module I: CULTURAL
AWARENESS
Topic 4: Awareness of
cultural-stereotyping
and how to avoid it
The resource below is composed of 8 slides that lead you
into the key concepts of cultural stereotyping.
It contains a list of the main stereotypes related to gender,
age, ethnics, and so on.
Cultural Stereotypes (8 slides)
https://www.slideshare.net/HollySheldon/cultural-
stereotypes-34164998
Cultural Stereotyping
Everyone craves to be recognized as individual not only as an
interchangeable member of a cultural group. This is true
for all people around the world and at every stage of life
Watch the following video. It is composed of two parts: in the
former, a set of students from all the world show the main
stereotypes about group one belongs to; in the latter, the
same students can say what they are actually, as
individuals. Of course, what each student says on him or
herself is much more than the stereotype.
Cultural Stereotypes (3’ 20”)
https://www.youtube.com/watch?v=tqE4_sp2NhY&f
eature=player_embedded
Cultural Stereotyping
Summary
Cultural Stereotyping
Awareness of cultural
stereotyping
How to avoid cultural
stereotyping while
communication
Tasks
4. Module I: CULTURAL
AWARENESS
Topic 4: Awareness of
cultural-stereotyping
and how to avoid it
Cultural Stereotyping
Cultural Stereotyping
Summary
Cultural Stereotyping
Awareness of cultural
stereotyping
How to avoid cultural
stereotyping while
communication
Tasks
1-Focus on the picture Ageism Posted Revisited. In
your opinion:
-when an elderly lady looks like the lady on the left,
what she feels in terms of emotions, feelings,
thoughts;
- when an elderly lady looks like the lady on the
right, what she feels in terms of emotions, feelings,
thoughts;
2-Post your two lists on discussion-board and
compare them with other fellow participants’ ones.
5. CASE STUDY
Mary is a 80-year-old lady. After her husband died,
she has lived alone for more 10 years. 2 years
ago, she broke her femur and from then she has
been living with Alina.
At first, Mary was really fragile and needed Alina
at all, to clean herself, to have meal, and so on.
But, after 1 year, she reached almost all of her
capabilities. Now, she often says to Alina: “stop,
please. I’m able to cook, to have meal, to meet
friends and families!!!”.
Their relation gets worse and Mary is close to fire
Alina because her attitude.
-What do you think about this story? In your
opinion, why Mary is close to fire Alina?
-What Alina can do to save her job?
1)Post your answers on discussion-board and
2)compare them with other fellows’ ones.
Module I: CULTURAL
AWARENESS
Topic 4: Awareness of
cultural-stereotyping
and how to avoid it
Awareness of Cultural Stereotyping
Awareness of Cultural
Stereotyping
Summary
Cultural Stereotyping
Awareness of cultural
stereotyping
How to avoid cultural
stereotyping while
communication
Tasks
6. Module I: CULTURAL
AWARENESS
Topic 4: Awareness of
cultural-stereotyping
and how to avoid it
The slides explain the key contents of stereotyping.
There is a special focus on the caregiver’s role.
Furthermore, you can learn useful tips to avoid
stereotyping, become more aware of cultural differences
and improve the quality of relations with patient and the
heath outcomes
Awareness of Cultural Stereotyping
Awareness of Cultural
Stereotyping
Summary
Cultural Stereotyping
Awareness of cultural
stereotyping
How to avoid cultural
stereotyping while
communication
Tasks
Awareness of Cultural Stereotyping and how to avoid
them (16 slides)
7. Module I: CULTURAL
AWARENESS
Topic 4: Awareness of
cultural-stereotyping
and how to avoid it
Watch the video below.
In your opinion:
-when man meet woman, what does he think about
her?
-why does woman seem surprised about answer from
man?
How to avoid cultural stereotyping while
communication
How to avoid cultural
Stereotyping
Summary
Cultural Stereotyping
Awareness of cultural
stereotyping
How to avoid cultural
stereotyping while
communication
Tasks
Cultural Diversity Examples -Avoid stereotypes while
communicating (1’ 50»)
https://www.youtube.com/watch?v=xScA3OoX26Y
8. 1) Look at the picture above: Stereotypes and Communication .
2) Focus on two or three squares and write the first emotion you feel.
-What do you think about message each individual shows?
-Please, write your answer, post them on discuss-board and
compare them with the other fellows’ ones
Module I: CULTURAL
AWARENESS
Topic 4: Awareness of
cultural-stereotyping
and how to avoid it
How to avoid cultural stereotyping while
communication
How to avoid cultural
Stereotyping
Summary
Cultural Stereotyping
Awareness of cultural
stereotyping
How to avoid cultural
stereotyping while
communication
Tasks
9. Module I: CULTURAL
AWARENESS
Topic 4: Awareness of
cultural-stereotyping
and how to avoid it
Being flexible is the key to communicate effectively with
other people.
You can follow tips recommended by the Office of
Multicultural Affairs (1994). The most important is
“being flexible”, because, like all interpersonal matters,
intercultural communication can be enjoyable, frustrating,
puzzling, rewarding, irritating, fruitful, difficult and
fascinating.
So, let’s open the link and find out how to avoid or manage
stereotyping.
How to avoid cultural stereotyping while
communication
How to avoid cultural
Stereotyping
Summary
Cultural Stereotyping
Awareness of cultural
stereotyping
How to avoid cultural
stereotyping while
communication
Tasks
Work with diverse people
https://etraining.communitydoor.org.au/mod/page/view.ph
p?id=308
10. Module I: CULTURAL
AWARENESS
Topic 4: Awareness of
cultural-stereotyping
and how to avoid it
Think about your past experiences… have you ever felt
stereotyped or have you ever stereotyped another person?
-What did it happen?
-Which were your emotions?
-Which was your reaction?
Please, following this point-sequence:
1- post your experience on discussion-board,
2- read at least one from your fellow learners and
3- give her a feedback, or, say to her your opinion.
Tasks
Tasks
Summary
Cultural Stereotyping
Awareness of cultural
stereotyping
How to avoid cultural
stereotyping while
communication
Tasks
11. The Authors of this Module are: M.E. De Caroli, O.
Licciardello, E. Sagone, and M. Mauceri
(University of Catania)
They congratulate you… Well done!!!
Authorship
Module I: CULTURAL
AWARENESS
Topic 1: Cultural Self-
Awareness
Topic 2: Awareness of the
others’ culture,
acknowledgement of
clients/patients’ diverse
cultural identities
Topic 3: Effects of culture
on health beliefs and
behavior
Topic 4: Awareness of
cultural-stereotyping and
how to avoid it