Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
CROSS CULTURAL CONVERSATION
content
Cross-Cultural Implications
Conversation Structures
“Ping-Pong” and “Bowling” Conversation Styles
Ethnocentric Judgments
Cross-Cultural Implications
A large percentage of the world’s cultures value indirectness
Americans may need to:
- modifying their communication style
- Maintaining harmony ( “saving face” – “lose face” )
- not be too direct when :
+ giving criticism
+ making requests
+ expressing needs and opinions
“Ping-Pong” “ Bowling” Conversation Styles
“Ping-Pong” Conversation Styles
American’s conversation style <=>a Ping-Pong game.
What is it like?
if one person doesn’t say enough or ask enough questions to keep the conversation moving, the conversation stops.
North Americans: impatient with culturally different conversation styles
If either person talks too much, the other feel that the other monopolizes the conversation.
VIDEO 2
North American women:
-listening politely
-without interrupting
“ Bowling” Conversation Styles
One’s turn depends on status, age, and the relationship to the other person.
Ethnocentric Judgments
Definition:
judging another culture by the beliefs in your own culture.
believing your culture is the best.
There are some ways to avoid ethnocentric
recognizing differences
avoid assumption and do not pre-judge
learn about other cultures.
this PPT points out verbal communication and the way people speak. it covers involvement, directness and indirectness, and many other style f communication
Cross Cultural Communication , Know about turkeyLalit Sharma
Hofstede’s Cultural ,Trompenaars’ 7 Dimensions of Culture, Turkey as Trompenaars’ 7 Dimensions of Culture,Turkey Hofstede’s Cultural, Cross Cultural Communication, Turkey Culture,Study OF Turkey Culture,turkey Culture In nut shell,Know Turkey,Visit turkey,
Cross Cultural Communication with reference to India, Netherlands and New Zealand.
What is culture ?
I
ceberg Theory Of Culture
Cross Culture Communication
Organizational Culture
Brief Introduction of Countries
India, Netherlands and New Zealand
Fundamental Dimensions of Culture
Trompenaars’ and Hampden-Turner’s 7 dimensions of culture
Etiquette and Customs
India
Netherlands
New Zealand
Business Etiquette and Protocol
India
Netherlands
New Zealand
Cultural Awareness: Self-Study Guide to Cross-Cultural CommunicationNeil Payne
Do you work across cultures? Cross-cultural communication is all about helping people better understand how to work smarter when working with people from different cultures, whether at home or abroad. This is a free self-study manual that covers the basics of cultural awareness with focus on how we communicate.
N5 Communication students will find this module about Multicultural communication interesting and challenging. We live in a changing South Africa. Use these slides to understand the world better around you. Especially for N5 Communication students studying at FET Colleges in South Africa.
This ppt includes overview of cross cultural communication,
different values of different cultures and tips to improve cross cultural communication skill
Integrated Marketing Communication and International AudiencesCassie Wandersee
Presentation for the research paper titled "Integrated Marketing Communication and International Audiences" accepted to the 2015 ACE Conference in Charleston, SC.
Integrated marketing communication is essential to the overall success of a marketing campaign by any company. Understanding your target audience plays a substantial role in success or failure and is especially true when working with an international audience. This study examined how international audiences prefer to communicate. Focus groups were conducted with international program participants to address the following research questions: 1. What are international audience’s awareness levels and perceptions of an organization’s website? 2. How are international audiences using social media platforms, specifically Facebook and Twitter? 3. How did international participants learn about industry training programs? 4. What is the preferred method of communication for international audiences to receive or seek information about agricultural training and educational programs? Findings indicated participants preferred one-on-one communication and direct email marketing, but were interested in a social media presence after they were made aware of it. They also expressed cultural workplace differences that inhibited their daytime use of social media sites. The results of this study indicate a need for an IMC plan focused on industry relevant information that accounts for cultural differences.
CROSS CULTURAL CONVERSATION
content
Cross-Cultural Implications
Conversation Structures
“Ping-Pong” and “Bowling” Conversation Styles
Ethnocentric Judgments
Cross-Cultural Implications
A large percentage of the world’s cultures value indirectness
Americans may need to:
- modifying their communication style
- Maintaining harmony ( “saving face” – “lose face” )
- not be too direct when :
+ giving criticism
+ making requests
+ expressing needs and opinions
“Ping-Pong” “ Bowling” Conversation Styles
“Ping-Pong” Conversation Styles
American’s conversation style <=>a Ping-Pong game.
What is it like?
if one person doesn’t say enough or ask enough questions to keep the conversation moving, the conversation stops.
North Americans: impatient with culturally different conversation styles
If either person talks too much, the other feel that the other monopolizes the conversation.
VIDEO 2
North American women:
-listening politely
-without interrupting
“ Bowling” Conversation Styles
One’s turn depends on status, age, and the relationship to the other person.
Ethnocentric Judgments
Definition:
judging another culture by the beliefs in your own culture.
believing your culture is the best.
There are some ways to avoid ethnocentric
recognizing differences
avoid assumption and do not pre-judge
learn about other cultures.
this PPT points out verbal communication and the way people speak. it covers involvement, directness and indirectness, and many other style f communication
Cross Cultural Communication , Know about turkeyLalit Sharma
Hofstede’s Cultural ,Trompenaars’ 7 Dimensions of Culture, Turkey as Trompenaars’ 7 Dimensions of Culture,Turkey Hofstede’s Cultural, Cross Cultural Communication, Turkey Culture,Study OF Turkey Culture,turkey Culture In nut shell,Know Turkey,Visit turkey,
Cross Cultural Communication with reference to India, Netherlands and New Zealand.
What is culture ?
I
ceberg Theory Of Culture
Cross Culture Communication
Organizational Culture
Brief Introduction of Countries
India, Netherlands and New Zealand
Fundamental Dimensions of Culture
Trompenaars’ and Hampden-Turner’s 7 dimensions of culture
Etiquette and Customs
India
Netherlands
New Zealand
Business Etiquette and Protocol
India
Netherlands
New Zealand
Cultural Awareness: Self-Study Guide to Cross-Cultural CommunicationNeil Payne
Do you work across cultures? Cross-cultural communication is all about helping people better understand how to work smarter when working with people from different cultures, whether at home or abroad. This is a free self-study manual that covers the basics of cultural awareness with focus on how we communicate.
N5 Communication students will find this module about Multicultural communication interesting and challenging. We live in a changing South Africa. Use these slides to understand the world better around you. Especially for N5 Communication students studying at FET Colleges in South Africa.
This ppt includes overview of cross cultural communication,
different values of different cultures and tips to improve cross cultural communication skill
Integrated Marketing Communication and International AudiencesCassie Wandersee
Presentation for the research paper titled "Integrated Marketing Communication and International Audiences" accepted to the 2015 ACE Conference in Charleston, SC.
Integrated marketing communication is essential to the overall success of a marketing campaign by any company. Understanding your target audience plays a substantial role in success or failure and is especially true when working with an international audience. This study examined how international audiences prefer to communicate. Focus groups were conducted with international program participants to address the following research questions: 1. What are international audience’s awareness levels and perceptions of an organization’s website? 2. How are international audiences using social media platforms, specifically Facebook and Twitter? 3. How did international participants learn about industry training programs? 4. What is the preferred method of communication for international audiences to receive or seek information about agricultural training and educational programs? Findings indicated participants preferred one-on-one communication and direct email marketing, but were interested in a social media presence after they were made aware of it. They also expressed cultural workplace differences that inhibited their daytime use of social media sites. The results of this study indicate a need for an IMC plan focused on industry relevant information that accounts for cultural differences.
Park School Cross Cultural Communication and Navigating Ouch MomentsRosetta Eun Ryong Lee
Part 1: Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 2: How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Skill Focus - Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Story-focused Reading in Online News and its Potential for User EngagementMounia Lalmas-Roelleke
We study the news reading behaviour of several hundred thousand users on 65 highly-visited news sites. We focus on a specific phenomenon: users reading several articles related to a particular news development, which we call story-focused reading. Our goal is to understand the effect of story-focused reading on user engagement and how news sites can support this phenomenon. We found that most users focus on stories that interest them and that even casual news readers engage in story-focused reading. During story-focused reading, users spend more time reading and a larger number of news sites are involved. In addition, readers employ different strategies to find articles related to a story.
We also analyse how news sites promote story-focused reading, by looking at how they link their articles to related content published by them, or by other sources. The results show that providing links to related content leads to a higher engagement of the users, and that this is the case even for links to external sites. We also show that the performance of links can be affected by their type, their position, and how many of them are present within an article.
This work co-authored with J. Lehmann, C. Castillo and R. Baeza-Yates has been published in the Journal of The Association For Information Science And Technology (JASIST), available online in May 2016. The work was presented at the Yahoo TechPulse Annual conference in December 2016.
Lecture delivered to Sri Lanka College of Journalism. I introduced data journalism with examples from Google and Groundviews. The examples from Google, which use World Bank data, are especially interesting and in these examples, I explore the co-relation between GDP and life expectancy in Sri Lanka, plus the effects of GDP growth and mobile phone growth, looking at how war affected this. There are also two examples from Groundviews (www.groundviews.org) are to date the first and only examples of data journalism in Sri Lanka.
Integrated Marketing Communication Strategies of Nike PedometerLeinel Ng
Integrated Marketing Communication Strategies of Nike Pedometer. Printed ads, social media, tv commercials and message strategies to market the next-gen of running shoes.
An informative presentation delivered at the SLA Annual conference in 2010. The aim was to provide an introduction to Market Research and Knowledge Management as possible career paths for professional librarians seeking potential career change.
IT Infrastructure & Knowledge Management in CAs OfficeCA. B.C. Chechani
Exploring the need of IT Infrastructure & Knowledge Management in Chartered Accountant Office.
This Presentation was made by CA. B.C.Chechani at Regional IT Conference of WIRC
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 1: Cultural Competency
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Part 2: Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 3: Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Part 1 Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 2 - Courageous Conversations
Talking about difficult topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Part 1: Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 2: Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
King County Dispute Resolution Center Cross Cultural CommunicationRosetta Eun Ryong Lee
2 Hour session delivered to volunteer mediators of the King County Dispute Resolution Center, as well as additional participants from the general public. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 1 Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 2: Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
2 Hour Session delivered to the staff of Washington Trails Association. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Washington International School Culturally Competent CommunicationRosetta Eun Ryong Lee
Part 1: Cultural Competency
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Part 2: Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 3: Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Part 1: How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Part 2: Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 3: How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
All Day Workshop - Cultural Competency, Cross Cultural Communication, Navigating Microaggressions
How is cultural competency a value added model that involves everyone, individual effectiveness, and organizational excellence?
Part 1: Cultural Competency
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Part 2: Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 3: Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Puget Sound Educational Services District Cross Cultural CommunicationRosetta Eun Ryong Lee
90 Minute session delivered to school nurses of Puget Sound Educational Services District. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
University of Washington Experimental Education Unit Cross Cultural Communica...Rosetta Eun Ryong Lee
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Six Hour Session Delivered to the Faculty of Elmwood Franklin School in Buffalo, NY. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 1 - Cross Cultural Communication. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 2 - Interrupting with Care and Facilitating Conversations
Talking about difficult topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Session delivered to parents/guardians and faculty/staff at Village Community School. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)? Learn about culture, cultural competency, frameworks, and tools trending in independent schools. How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?
Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Similar to PoCC 2014 Cross Cultural Communication (20)
Session for parents and other caretakers. "It was only a joke." "I didn't realize what that meant." "My friend told me it was okay." Young people use derogatory language and perpetuate harmful stereotypes as they test boundaries, repeat what they hear in the media, attempt off color humor, and more. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for when microaggressions happen. Discuss and practice how to “call in” privately, interrupt in the moment publicly, and receive interventions gracefully.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? [This session addresses the developmental needs of children in grades K-8)
Session for Maret School Families. Identity, Identity Development, School, Affinity Groups, and Conversations at Home in support of positive identity development.
Session for middle school youth on social stages, naturally shifting friendships, and conflicts that may arise. Support for understanding self, understanding others, skills for advocating for what you want, respecting what others want.
Student session, meant for a two day retreat. Part 1: Leading from our Full and Authentic Identities. Part 2: Modeling Allyship and Solidarity. Part 3: Practicing Everday Equity
How do we learn about our various group identities like female, African American, Buddhist, gay, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Who We Are and As We Are: Identity Based Leadership for Diversity, Equity, and Inclusion
In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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1. Part A
What I Said and What I Meant:
Cross Cultural Communication
NAIS People of Color Conference 2014
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
3. Agenda
PART A
Cross Cultural Communication
Cultural Values, Norms of Behavior,
and Communication
Activity: Nonverbal Violations
PART B
Cultural Identifiers, Power, and
Communication
Discussion: Conflict Re-understood
So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
5. Dimensions of Identity and Culture
This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute,
adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003).
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
6. Cross Cultural Communication
What is it?
How is it Different from Intercultural
Communication?
CCC Theories
– Face-Negotiation Theory
– Conversational Constraints Theory
– Expectancy Violation Theory
– Anxiety/Uncertainty Management Theory
– Communication Accommodation Theory
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
7. Dimensions of Variability
Individual - Collectivistic
Low Context - High Context
Task - Relationship
Low Uncertainty - High Uncertainty
Vertical - Horizontal
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
8. Factors that Influence
Personality Orientation
Individual Values
- Allocentric
- Idiocentric
Self Construal
- Independent
- Interdependent
Individual Socialization
Cultural Norms and Rules
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
9. Discussion: My Style
In hearing about
communication
differences, what would
you describe as your
cultural communication
style? Have you noticed
stark differences
compared to others?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
10. Cultural Values
Norms, and Rules
Values
Value Priorities
Norms of Behavior
Non-Verbal
Communication
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
11. Cultural Value Differences
RELATIONAL
Individualism
self-reliance, independence
(selfish)
Collectivism
group interdependence
(mindless follower)
Informality
directness, give and take discussion
(rude and abrupt)
Formality
indirectness, protect "face"
(stiff and impersonal)
Competition
individual achievement
(egotistical, show-off)
Cooperation
group achievement
(avoiding doing work or taking responsibility)
AUTHORITY
Egalitarianism
fairness, belief in equal opportunity
(being picky, on a soapbox)
Hierarchy
privilege of status or rank
(power hungry or avoiding accountability)
TEMPORAL
Use of Time
"Time is money"
(doesn’t get the important things in life)
Passage of Time
"Time is for life"
(lazy and irresponsible)
Change/Future
Adaptability ensures survival
(muckraker, stirs up trouble)
Tradition/Past
Stability ensures survival
(old-school, afraid of change)
ACTIVITY
Action orientation
"Make things happen"
(rushes without thinking)
"Being" orientation
"Let things happen"
(indecisive and slow)
Practicality
Efficiency is always best
(impersonal and unscrupulous)
Idealism
Always maintain principles
(naïve and impractical)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
12. Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: You and your partner will receive
different instructions for nonverbal
behaviors. Do not share the
information.
3: Begin to converse about your interests
and hobbies.
4: INCREMENTALLY dramatize the
nonverbal behavior.
5: Make note of thoughts or feelings you
experience.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
13. Non-Verbal Violations: Partner 1
You signal respect by standing
physically close to your partner. Stand
Approximately 6 inches away from
him/her. You enjoy asking a lot of
questions to signal conversational
excitement and involvement. You also
like to touch your partner's arm from
time-to-time to signal approval for a
good idea.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
14. Non-Verbal Violations: Partner 2
You signal respect by standing at
least an arm's length away from your
partner. You constantly check your
watch or the clock for fear of running
out of time in the conversation. You
also like to make loud sounds (ahs,
oohs, uh-huhs, sighs, etc.) to signal
your approval and great contentment
of the conversation.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
15. Debrief: Nonverbal Violations
Did the INTENT of your described
behaviors allow you to display
them more enthusiastically?
What was the IMPACT of the
behaviors of your partner?
Did knowing that “odd” behaviors
may be part of the exercise
help you accept your partner’s
behavior?
In working with people from
various communities, what do
you take away from this
exercise?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
16. Cultural Effectiveness
“To be culturally effective doesn’t
mean you are an authority in the
values and beliefs of every culture.
What it means is that you hold a
deep respect for cultural differences
and are eager to learn, and willing to
accept, that there are many ways of
viewing the world”
Okokon O. Udo
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
17. Part B
What I Said and What I Meant:
Cross Cultural Communication
NAIS People of Color Conference 2014
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
18. Agenda
PART A
Cross Cultural Communication
Cultural Values, Norms of Behavior,
and Communication
Activity: Nonverbal Violations
PART B
Cultural Identifiers, Power, and
Communication
Discussion: Conflict Re-understood
So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
19. Identifiers, Power,
and Communication
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
20. Discussion: Conflict Re-understood
Think about a recent conflict which you
now know to be true to be at heart a n
identity and power difference. Using
some of the terminology introduced,
discuss with a partner or group of three
what was going on to cause the conflict.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
21. So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
22. Assumptions and Interpretations
• Mental Models
• Ladder of Inference
Belief
Conclusions
Selective Data
Observable Data
• Tools of Action
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
23. Examining the Self
William Taylor’s Reflective Competence Model
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
24. Checking Assumptions and
Interpretations: Steps to Analyze
1. What did you see/hear (raw data)?
2. What are your personal filters (cultural
values, norms, and identifiers)?
3. What was your interpretation of what you
saw/heard (inference)?
4. How did you feel as a result?
5. What do you want?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
26. Speaking From the Heart
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
27. What We’re Thinking and Feeling
When Receiving the Ouch
Did that really
happen? Do they
realize? I want to
trust, but I’ve had
this happen so
many times before.
I am so stressed,
confused, hurt….
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
28. What We End Up Saying
When Receiving the Ouch
That was so
offensive!
I can’t believe
you did that!
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
29. Self Advocacy Through the Ouch Moment
Affirm the person or relationship
Describe the behavior without judgment
Explain the emotion/impact and your filters
Assume positive intent
Request or suggest different behavior
*** Key Points: timing, I statements, actions not
adjectives, inside feelings not outside feelings***
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
30. Self Advocacy Through the Ouch Moment:
An Example
Is this an okay time to talk to you about something
that happened earlier? I really appreciate having
you as a friend. You’ve helped me through tough
times, and we have so much fun together. Earlier
today, when I got my math test back and I got 98%,
I heard you say, “Well of course you got a 98% -
you’re Asian!” I was really hurt when I heard that.
I work so hard in all my classes and spend a lot of
effort to earn good grades, and it seems like so
many people assume it’s because of my race. It’s
frustrating and saddening to feel like I don’t get to
fully own my accomplishments. I imagine you
didn’t mean for me to feel that way. Can I ask that
you please don’t say things like that anymore?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
31. Practice Round:
Self Advocacy Through the Ouch Moment
Affirm the person or relationship
Describe the behavior without judgment
Explain the emotion/impact and your filters
Assume positive intent
Request or suggest different behavior
*** Key Points: timing, I statements, actions not
adjectives, inside feelings not outside feelings***
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
32. Being A Witness
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
33. What We’re Thinking and Feeling
When Witnessing the Ouch
I can’t believe this
is happening.
That’s SO not
right. Should I
say something?
Am I butting in?
Would it help?
I am so upset!
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
34. What We End Up Saying
When Witnessing the Ouch
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
35. What Others Hear When We Say Nothing
See? They
agree with me!
I am so right
about this.
No one sees or
understands. I
am alone.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
36. NCBI Effective
Interventions Model
Reduce Defensiveness
– Tone
– Body Language
– Respect
Keep the Conversation Going
– Hear Them Out
– Ask Open-Ended Questions
– Set Aside Your Feeling for the Moment
– Dialogue
Build the Relationship
Stop the Behavior
Win an Ally
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
37. Say Something to Somebody
Now or Later (or Say It Now About a Later)
Target, Agent, Fellow Bystanders, Authority Figures
“In the End, we will remember not the words of
our enemies, but the silence of our friends.”
Martin Luther King, Jr.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
38. Intervening in the Ouch Moment: Examples
Seek pleasure and delight in the other person
– “How many blondes does it take to screw in a light bulb?”
– “I’m SO glad you told me that joke. I’ve been trying to figure out why we think people
with yellow hair are stupid.”
Find out the experience motivating the comment
– “Why can’t they just speak English around here?”
– “It must be hard not to understand what people are saying around you.”
– “I’m sick of my tuition paying for scholarship students.”
– “Tell me more about that.”
Use exaggerated humor to highlight what’s going on
(use sparingly)
– “That movie is so gay.”
– “That movie is attracted to other movies? I didn’t know that was possible!”
Join the person and do not make yourself superior
– “She got that award because she’s black and female.”
– “You know, I hear that a lot. I’ve been trying to figure out why we seem to think when a
black woman gets recognized it must be because of ‘diversity’ stuff rather than that she
earned it.”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
39. Practice Round:
Intervening in the Ouch Moment
Seek pleasure and delight in the other person
Find out the experience motivating the comment
Use exaggerated humor to highlight what’s going
on (use sparingly)
Join the person and do not make yourself superior
***Ask open ended questions***
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
40. Listening to the Real Message
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
41. What Was Said During the Intervention
Those words or
actions are
hurtful to me.
Please stop.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
42. What We Hear During the Intervention
You are a
bad, bad
person, and I
hate you!
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
43. What We Should Hear
During the Intervention
You are basically a good
and decent person. As
with all of us, you’ve
made a mistake in
behavior or words, and
you may not know the
impact they have on
others. I am going to
give you the gift of
information so that you
might act in congruence
with your values.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
44. When You’re Told About
the Ouch Moment You Created
Listen with full attention
Don’t try to defend or respond right away
– Take deep breaths
– Acknowledge your feelings
Your mistakes don’t define you
– Be worthy of their trust and gift
Prioritize the Impact over Intent
– Apologize for real
*** Moving through these moments with grace is
called shame resilience. It’s a vital skill***
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
45. When You’re Told About
the Ouch Moment You Created:
Examples
“I really appreciate your telling me this.”
“I’m so embarrassed that I did that.”
“I’m so sorry my words and actions made you feel
that way. No matter what I intended, it hurt you.”
“I’m pretty overwhelmed right now, and I don’t
want to respond in a way I’d regret. Do you think
you can help me come up with a better way to
handle that situation after I get into a calmer
place?”
“I wanted to go back to a moment I don’t think I
handled very well… Can we talk?”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
46. Final Words of Advice:
Recognize Your Triggers
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
47. Find Your Bucket People
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
48. Practice Makes
Less Heart-Attack-Inducing
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
49. If You Messed Up and You Know It,
Don’t Wait for the Intervention –
Just Apologize
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
50. If You’re Really Sorry,
Work to Improve
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
53. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
54. Communication Resources
• “Stereotype Threat” by Joshua Aronson
• Brenda J. Allen, Difference Matters: Communicating
Social Identity
• William Gudykunst, Cross-Cultural and Intercultural
Comunication
• Milton Bennett, PhD, Intercultural Communication
Institute www.intercultural.org
• “Non-Verbal Communication Across Cultures” by Erica
Hagen, Intercultural Communication Resources
• Thiagi.com
• Thrive! Team Dynamics
• http://www.analytictech.com/mb021/action_science_
history.htm
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
55. Miscellaneous Resources
• Karen Bradberry and Johnnie Foreman, “Privilege and
Power,” Summer Diversity Institute, National Association
of Independent Schools, 2009
• Po Bronson and Ashley Merryman, Nurture Shock
• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education
Network) www.glsen.org
• Allan G. Johnson, Privilege, Power, and Difference
• Johnnie McKinley, “Leveling the Playing Field and Raising
African American Students’ Achievement in Twenty-nine
Urban Classrooms,” New Horizons for Learning,
http://www.newhorizons.org/strategies/differentiated/
mckinley.htm
Michael J Nakkula and Eric Toshalis, Understanding Youth.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)