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#214

#214

These curriculum materials have been designed to challenge the ignorance that causes prejudice and racism. They have been produced for use in a variety of educational settings and in conjunction with other curricula for students in Key Stages 3 and 4. They target students in British counties that are predominantly white, such as Norfolk (England), so that these students can learn about racism. Each of the eight lessons has been designed for use with a class size of 30 in a 60-minute period. All the lessons include tutor notes and a suggested lesson plan. The following lessons are included: (1) "Introduction to Prejudice," a simulation exercise and photograph activity; (2) "Stereotyping in Action," a drama-based lesson; (3) "Roots of Racism and Positive Achievements," an educational quiz; (4) "Local Racism: 'ColourBlind' in Norfolk?," a video-based lesson; (5) "Racist Incidents: Not in Norfolk!," rehearsing for reality; (6) "Dealing with Racist Comments," examining the subtleties of racism; (7) "Combating Racism," a poster-based session; and (8) "Doing It Ourselves," an opportunity to suggest your own solutions. Appendixes include a glossary of terms used in the lessons and some suggested resources and contacts for further information. (SLD)

The Fall 2023 Community Lecture Series at UWM at Washington County. Translation of Self Across Cultures and Languages: My Journey as a Transcultural Person Prof. Ruslana Westerlund, Bethel University. Filmed: Oct. 18, 2023 Follow us on Social Media: Facebook: http://www.facebook.com/CityofWestBend Twitter: https://www.twitter.com/WestBend Website: http://www.ci.west-bend.wi.us #WestBendWI Subscribe: https://www.youtube.com/channel/UC4UVGdhEVTJTkOqvpst33cA?sub_confirmation=1 This video is brought to you by West Bend Community Television.

The Fall 2023 Community Lecture Series at UWM at Washington County. Translation of Self Across Cultures and Languages: My Journey as a Transcultural Person Prof. Ruslana Westerlund, Bethel University. Filmed: Oct. 18, 2023 Follow us on Social Media: Facebook: http://www.facebook.com/CityofWestBend Twitter: https://www.twitter.com/WestBend Website: http://www.ci.west-bend.wi.us #WestBendWI Subscribe: https://www.youtube.com/channel/UC4UVGdhEVTJTkOqvpst33cA?sub_confirmation=1 This video is brought to you by West Bend Community Television.

The Fall 2023 Community Lecture Series at UWM at Washington County. Translation of Self Across Cultures and Languages: My Journey as a Transcultural Person Prof. Ruslana Westerlund, Bethel University. Filmed: Oct. 18, 2023 Follow us on Social Media: Facebook: http://www.facebook.com/CityofWestBend Twitter: https://www.twitter.com/WestBend Website: http://www.ci.west-bend.wi.us #WestBendWI Subscribe: https://www.youtube.com/channel/UC4UVGdhEVTJTkOqvpst33cA?sub_confirmation=1 This video is brought to you by West Bend Community Television.

The Fall 2023 Community Lecture Series at UWM at Washington County. Translation of Self Across Cultures and Languages: My Journey as a Transcultural Person Prof. Ruslana Westerlund, Bethel University. Filmed: Oct. 18, 2023 Follow us on Social Media: Facebook: http://www.facebook.com/CityofWestBend Twitter: https://www.twitter.com/WestBend Website: http://www.ci.west-bend.wi.us #WestBendWI Subscribe: https://www.youtube.com/channel/UC4UVGdhEVTJTkOqvpst33cA?sub_confirmation=1 This video is brought to you by West Bend Community Television.

This volume brings together leading scholars in their fields who offer much needed and wide-ranging perspectives on the intersections of genders, cultures, and literacies. As incidents of racial and gender aggression grow in number and in global attention, it is essential to understand how racial and gender identities and their expressions interplay and influence literacy development and practice. Contributors examine how social identities intersect and are expressed in literacy practices across an array of school and out-of-school settings and discuss how gender and race are represented in individuals’ multimodal practices. Chapters address such topics as the literacy practices of incarcerated fathers of color, Black girls’ literacies, Indigenous students’ cultural literacies, the writing practices of Latinx women for identity representation, and more. Ideal for scholars in literacy studies, gender studies, and cultural studies, this volume is a necessary and original update to the ways cultural, racial, and gender identities are viewed in current educational and sociocultural climates.

This volume brings together leading scholars in their fields who offer much needed and wide-ranging perspectives on the intersections of genders, cultures, and literacies. As incidents of racial and gender aggression grow in number and in global attention, it is essential to understand how racial and gender identities and their expressions interplay and influence literacy development and practice. Contributors examine how social identities intersect and are expressed in literacy practices across an array of school and out-of-school settings and discuss how gender and race are represented in individuals’ multimodal practices. Chapters address such topics as the literacy practices of incarcerated fathers of color, Black girls’ literacies, Indigenous students’ cultural literacies, the writing practices of Latinx women for identity representation, and more. Ideal for scholars in literacy studies, gender studies, and cultural studies, this volume is a necessary and original update to the ways cultural, racial, and gender identities are viewed in current educational and sociocultural climates.

The present study aims to test culture-level variables for moderation effects on the personal force effect in moral judgments. We will consider two classical sacrificial dilemmas (footbridge and switch) for the analysis, which will use two available datasets.

The present study aims to test culture-level variables for moderation effects on the personal force effect in moral judgments. We will consider two classical sacrificial dilemmas (footbridge and switch) for the analysis, which will use two available datasets.

The present study aims to test culture-level variables for moderation effects on the personal force effect in moral judgments. We will consider two classical sacrificial dilemmas (footbridge and switch) for the analysis, which will use two available datasets.

It has been 30 years since large cross-cultural study has been carried out testing the understanding of masculinity and femininity (Williams & Best, 1990). Our project aims to collect data from at least 40 countries to determine how people think about men and women today. What is more our project examines the universality of gender stereotypes about men who, according to results of research (carried out so far mainly within Western cultural contexts) must conform to norms such as agency, dominance, pursue high social status, and avoid femininity.

U.S. Counterterrorism in Sub-Saharan Africa - Understanding Costs, Cultures, and Conflicts (2008)

This paper will explore an alternative mode of thinking and language for higher education, centering on the idea of "philosophy as translation"--an idea drawn from the American philosopher, Stanley Cavell. This broader sense of translation is inseparable from our reengagement with cultures, language, self and others. From this philosophical perspective, the paper proposes to convert our ways of thinking so that we can re-encounter different cultures as other through a process of border-crossing. It has educational implications in terms of an art of dialogue through which one exposes oneself to the other by releasing oneself and one's own culture towards the possibility of further growth. This, I shall argue, necessitates us the conversion of the discourse and mode of thinking that pervades the current education for global citizenship, political education and critical thinking in higher education. In conclusion, I shall present the possibilities of a perfectionist education--an idea drawn from Cavell's Emersonian perfectionism. This is in service of the enhancement of an alternative mode of global and cross-cultural dialogue. We need to tap new human resources for the global citizen--for the individual who will live by taking a chance in uncertainty and who can speak "without bounds." This I shall conclude to be the fundamental sense of liberal education.

This paper will explore an alternative mode of thinking and language for higher education, centering on the idea of "philosophy as translation"--an idea drawn from the American philosopher, Stanley Cavell. This broader sense of translation is inseparable from our reengagement with cultures, language, self and others. From this philosophical perspective, the paper proposes to convert our ways of thinking so that we can re-encounter different cultures as other through a process of border-crossing. It has educational implications in terms of an art of dialogue through which one exposes oneself to the other by releasing oneself and one's own culture towards the possibility of further growth. This, I shall argue, necessitates us the conversion of the discourse and mode of thinking that pervades the current education for global citizenship, political education and critical thinking in higher education. In conclusion, I shall present the possibilities of a perfectionist education--an idea drawn from Cavell's Emersonian perfectionism. This is in service of the enhancement of an alternative mode of global and cross-cultural dialogue. We need to tap new human resources for the global citizen--for the individual who will live by taking a chance in uncertainty and who can speak "without bounds." This I shall conclude to be the fundamental sense of liberal education.

This paper will explore an alternative mode of thinking and language for higher education, centering on the idea of "philosophy as translation"--an idea drawn from the American philosopher, Stanley Cavell. This broader sense of translation is inseparable from our reengagement with cultures, language, self and others. From this philosophical perspective, the paper proposes to convert our ways of thinking so that we can re-encounter different cultures as other through a process of border-crossing. It has educational implications in terms of an art of dialogue through which one exposes oneself to the other by releasing oneself and one's own culture towards the possibility of further growth. This, I shall argue, necessitates us the conversion of the discourse and mode of thinking that pervades the current education for global citizenship, political education and critical thinking in higher education. In conclusion, I shall present the possibilities of a perfectionist education--an idea drawn from Cavell's Emersonian perfectionism. This is in service of the enhancement of an alternative mode of global and cross-cultural dialogue. We need to tap new human resources for the global citizen--for the individual who will live by taking a chance in uncertainty and who can speak "without bounds." This I shall conclude to be the fundamental sense of liberal education.

#210

#210

This project explores how children's understanding of different types of lies change developmentally from 5 to 10 across three different cultures - U.S., China and Samoa.

This paper explores how early childhood (EC) leaders in South Africa support the EC centres in the townships of Gauteng Province. The term township refers to underdeveloped and racially segregated urban areas reserved for black communities, specifically Coloured, Africans and Indians. The townships are usually built outside the cities and towns. The term (township) also has a discrete legal implication in South Africa's system of land title, which carries no tribal connotations. Gauteng Province is one of the nine provinces of South Africa. It is the economic hub of the country and consists of people from diverse cultural backgrounds. The purpose of this paper is to understand the support practices by EC leaders through providing insight into the subjective experiences of practitioners. In this paper, support means empowering practitioners. This paper followed the qualitative approach in exploring how EC leaders support practitioners in a diverse cultural milieu. The paradigm used is interpretive because the author interpreted the support mechanisms offered. Data was collected through literature review. The paper contends that knowledge and understanding of diverse cultures is significance in giving support to culturally diverse EC centres. The expectation is that EC leaders should have the skill and ability to support practitioners in any given context. Findings reveal that good support can happen when there is collaboration between principals, practitioners and communities. [For the complete Volume 17 proceedings, see ED596826.]

This paper explores how early childhood (EC) leaders in South Africa support the EC centres in the townships of Gauteng Province. The term township refers to underdeveloped and racially segregated urban areas reserved for black communities, specifically Coloured, Africans and Indians. The townships are usually built outside the cities and towns. The term (township) also has a discrete legal implication in South Africa's system of land title, which carries no tribal connotations. Gauteng Province is one of the nine provinces of South Africa. It is the economic hub of the country and consists of people from diverse cultural backgrounds. The purpose of this paper is to understand the support practices by EC leaders through providing insight into the subjective experiences of practitioners. In this paper, support means empowering practitioners. This paper followed the qualitative approach in exploring how EC leaders support practitioners in a diverse cultural milieu. The paradigm used is interpretive because the author interpreted the support mechanisms offered. Data was collected through literature review. The paper contends that knowledge and understanding of diverse cultures is significance in giving support to culturally diverse EC centres. The expectation is that EC leaders should have the skill and ability to support practitioners in any given context. Findings reveal that good support can happen when there is collaboration between principals, practitioners and communities. [For the complete Volume 17 proceedings, see ED596826.]

This paper explores how early childhood (EC) leaders in South Africa support the EC centres in the townships of Gauteng Province. The term township refers to underdeveloped and racially segregated urban areas reserved for black communities, specifically Coloured, Africans and Indians. The townships are usually built outside the cities and towns. The term (township) also has a discrete legal implication in South Africa's system of land title, which carries no tribal connotations. Gauteng Province is one of the nine provinces of South Africa. It is the economic hub of the country and consists of people from diverse cultural backgrounds. The purpose of this paper is to understand the support practices by EC leaders through providing insight into the subjective experiences of practitioners. In this paper, support means empowering practitioners. This paper followed the qualitative approach in exploring how EC leaders support practitioners in a diverse cultural milieu. The paradigm used is interpretive because the author interpreted the support mechanisms offered. Data was collected through literature review. The paper contends that knowledge and understanding of diverse cultures is significance in giving support to culturally diverse EC centres. The expectation is that EC leaders should have the skill and ability to support practitioners in any given context. Findings reveal that good support can happen when there is collaboration between principals, practitioners and communities. [For the complete Volume 17 proceedings, see ED596826.]

This paper explores how early childhood (EC) leaders in South Africa support the EC centres in the townships of Gauteng Province. The term township refers to underdeveloped and racially segregated urban areas reserved for black communities, specifically Coloured, Africans and Indians. The townships are usually built outside the cities and towns. The term (township) also has a discrete legal implication in South Africa's system of land title, which carries no tribal connotations. Gauteng Province is one of the nine provinces of South Africa. It is the economic hub of the country and consists of people from diverse cultural backgrounds. The purpose of this paper is to understand the support practices by EC leaders through providing insight into the subjective experiences of practitioners. In this paper, support means empowering practitioners. This paper followed the qualitative approach in exploring how EC leaders support practitioners in a diverse cultural milieu. The paradigm used is interpretive because the author interpreted the support mechanisms offered. Data was collected through literature review. The paper contends that knowledge and understanding of diverse cultures is significance in giving support to culturally diverse EC centres. The expectation is that EC leaders should have the skill and ability to support practitioners in any given context. Findings reveal that good support can happen when there is collaboration between principals, practitioners and communities. [For the complete Volume 17 proceedings, see ED596826.]

#212

A study on the development of gaze understanding across cultures and its relation to demographic variables.

Understanding other people's culture can help create a deeper understanding about them and their actions.

We continue our crusade to promote world cultures and global understanding in tomorrow's Guts & Glory gameplay. FIRST Members can watch it right now! http://funhaus.roosterteeth.com/episode/gameplay-2017-guts-n-glory

We continue our crusade to promote world cultures and global understanding in tomorrow's Guts & Glory gameplay. FIRST Members can watch it right now! http://funhaus.roosterteeth.com/episode/gameplay-2017-guts-n-glory

We continue our crusade to promote world cultures and global understanding in tomorrow's Guts & Glory gameplay. FIRST Members can watch it right now! http://funhaus.roosterteeth.com/episode/gameplay-2017-guts-n-glory

We continue our crusade to promote world cultures and global understanding in tomorrow's Guts & Glory gameplay. FIRST Members can watch it right now! http://funhaus.roosterteeth.com/episode/gameplay-2017-guts-n-glory

Language minority students filter what they hear in the classroom through their own anxieties at having to process and perform in a mainstream environment. An understanding of the principles of language development from the field of applied linguistics can help instructors work more effectively with language minority students. Several principles of language development within the applied linguistics and English as a second language (ESL) fields have implications for the classroom. The focus in language acquisition is on communication in the moment and on the accomplishment of a meaningful task, accompanied by an abundance of contextual clues, not all of which are necessarily linguistic. Students acquire language through listening and reading, even when they are not producing language through speaking and writing. Literature can also be used as a means for developing empathy in its expression of themes and problems common to humanity. Students can also write their own stories based on their cultural experiences as they relate to these themes and share their stories among their peers. Instructors must examine their own attitudes, prejudices, and stereotypes. Modelling acceptance of each student makes it clear that cultural insensitivity will not be accepted in the classroom. (Contains 23 references.) (CR)

Book Source: Digital Library of India Item 2015.112674 dc.contributor.author: Brown, Ina Corinne dc.date.accessioned: 2015-07-02T13:57:04Z dc.date.available: 2015-07-02T13:57:04Z dc.date.digitalpublicationdate: 2012-02-00 dc.date.citation: 1900 dc.identifier.barcode: 99999990281992 dc.identifier.origpath: /data9/upload/0279/908 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/112674 dc.description.scanningcentre: Banasthali University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 176 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: N.j, Englewood Cliffs dc.rights: Copyright Permitted dc.source.library: Jamdoli,keshav Vidiya Pith,jaipur dc.subject.classification: History dc.title: Understanding Other Cultures

Book Source: Digital Library of India Item 2015.112674 dc.contributor.author: Brown, Ina Corinne dc.date.accessioned: 2015-07-02T13:57:04Z dc.date.available: 2015-07-02T13:57:04Z dc.date.digitalpublicationdate: 2012-02-00 dc.date.citation: 1900 dc.identifier.barcode: 99999990281992 dc.identifier.origpath: /data9/upload/0279/908 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/112674 dc.description.scanningcentre: Banasthali University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 176 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: N.j, Englewood Cliffs dc.rights: Copyright Permitted dc.source.library: Jamdoli,keshav Vidiya Pith,jaipur dc.subject.classification: History dc.title: Understanding Other Cultures

Attention is focused on the profession's current concern over the formidable problems involved in a language teacher's attempting to interpret a target culture with generalizations that might well be non-verifiable when scrutinized by such areas specialists as cultural anthropologists, behavioral psychologists, psycholinguists, semanticists, and literary critics. A discussion of these problems includes descriptions of the (1) relationship of language and culture, (2) factors of interaction and partial knowledge, and (3) choice of appropriate materials. Brief explanations of the pluralistic, semiotic, sociolinguistic, structural, semantic, methodological-imitative, area studies, and cultural anthropology methods of presenting cultural knowledge in the classroom are presented. Also considered are the problems involved in understanding a foreign culture. (AF)

We yet again demonstrate our profound understanding of world cultures. http://funhaus.roosterteeth.com/episode/gameplay-2017-jalopy

We yet again demonstrate our profound understanding of world cultures. http://funhaus.roosterteeth.com/episode/gameplay-2017-jalopy

We yet again demonstrate our profound understanding of world cultures. http://funhaus.roosterteeth.com/episode/gameplay-2017-jalopy

We yet again demonstrate our profound understanding of world cultures. http://funhaus.roosterteeth.com/episode/gameplay-2017-jalopy

We yet again demonstrate our profound understanding of world cultures. http://funhaus.roosterteeth.com/episode/gameplay-2017-jalopy

We yet again demonstrate our profound understanding of world cultures. http://funhaus.roosterteeth.com/episode/gameplay-2017-jalopy

We yet again demonstrate our profound understanding of world cultures. http://funhaus.roosterteeth.com/episode/gameplay-2017-jalopy

Differences in the success of the kindergarten and the middle school as educational innovations are discussed in an effort to illustrate the impact that organizational culture can have on the adoption of educational structures. Preliminary discussion reviews theoretical and empirical literature on organizational culture, levels of culture, features of culture in educational organizations, and the role of organizational culture in change. Subsequent discussion focuses on cultural effects on the kindergarten and middle school. The kindergarten serves as an example of an innovation which developed with little difficulty into a vital part of the educational system. But the middle school was an innovation that encountered mixed success. It is argued that the strong cultural values and assumptions resulting from the early success of kindergarten programs facilitated the eventual adoption of the kindergarten as an integral level of the schooling structure. In contrast, the middle school, which was introduced without a common awareness of the value system underlying its creation, was thrust upon teachers and administrators before needed cultural changes could develop to undergird structural change. It is concluded that the future success of the middle school may depend on the construction of a culture of middle school values and assumptions. About 50 references are cited. (RH)

The hypothesis underlying this volume is that certain cultural facts are necessary to understand and use a language correctly. The book was prepared to instruct the language teacher on concepts of Spanish and Latin American (chiefly Mexican) culture to be taught in a beginning Spanish class. The concepts are cross-referenced to be used with five major Spanish texts. The first four chapters of the manual are devoted to defining culture and examining cultural phenomena, values of cultural study and methods of teaching culture. The rest of the book contains instructional essays for the teacher of 42 aspects of life in Spanish-speaking countries, from use of titles and nicknames through social amenities, restaurants and eating customs, sports, theater and movies, the Spanish calendar and use of certain vocabulary. Essays are followed by suggestions for class discussion and drill. A bibliography on teaching culture is appended. (CHK)

The hypothesis underlying this volume is that certain cultural facts are necessary to understand and use a language correctly. The book was prepared to instruct the language teacher on concepts of Spanish and Latin American (chiefly Mexican) culture to be taught in a beginning Spanish class. The concepts are cross-referenced to be used with five major Spanish texts. The first four chapters of the manual are devoted to defining culture and examining cultural phenomena, values of cultural study and methods of teaching culture. The rest of the book contains instructional essays for the teacher of 42 aspects of life in Spanish-speaking countries, from use of titles and nicknames through social amenities, restaurants and eating customs, sports, theater and movies, the Spanish calendar and use of certain vocabulary. Essays are followed by suggestions for class discussion and drill. A bibliography on teaching culture is appended. (CHK)

The hypothesis underlying this volume is that certain cultural facts are necessary to understand and use a language correctly. The book was prepared to instruct the language teacher on concepts of Spanish and Latin American (chiefly Mexican) culture to be taught in a beginning Spanish class. The concepts are cross-referenced to be used with five major Spanish texts. The first four chapters of the manual are devoted to defining culture and examining cultural phenomena, values of cultural study and methods of teaching culture. The rest of the book contains instructional essays for the teacher of 42 aspects of life in Spanish-speaking countries, from use of titles and nicknames through social amenities, restaurants and eating customs, sports, theater and movies, the Spanish calendar and use of certain vocabulary. Essays are followed by suggestions for class discussion and drill. A bibliography on teaching culture is appended. (CHK)

With the containment of the Soviet threat, there has been a resurgence of ethnic consciousness and cultural values throughout the non-Western world. Given that non-Western societies comprise two-thirds of the world's population, their cultural perspectives will define conflict and instability in the Twenty-First Century. In the new world order, culture divergence promises to be the major challenge to United States intelligence. Therefore, the Intelligence Community must reassess its Cold War paradigm relative to a multi-polar world of smaller, but no less lethal threats. The effectiveness of technology based collection systems, designed for the conventional battlespace, will be challenged by adversaries from different cultures with irregular and asymmetrical views of conflict. At the same time, a more transparent cultural divide between the West and non-West will require a greater emphasis on analyzing potential adversaries' actions and intentions. Therefore, a new culturally based intelligence paradigm will be required. This paper examines the nature of this change and suggests an approach to defining a new intelligence paradigm.