Cultural Issues in the Intellectual Assessment of Children from Diverse Cultural Backgrounds

1997 ◽  
Vol 6 (2) ◽  
pp. 113-127
Author(s):  
Tania N. Thomas-Presswood ◽  
Judith Sasso ◽  
Genevieve Gin
Keyword(s):  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Intellectual Assessment

Customer Relationship Management and Interface Redesign

2015 ◽  
pp. 558-574
Author(s):  
Kevin K.W. Ho ◽  
Eric W.K. See-To
Keyword(s):  
Qualitative Study ◽  
Customer Relationship Management ◽  
Relationship Management ◽  
Customer Relationship ◽  
Enterprise System ◽  
Electronic Marketplace ◽  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Language Differences ◽  
Global Context

This study is focused on the cross-cultural issues in the post-adoption phases of customer relationship management (CRM) for an international electronic marketplace, which operates in more than 30 countries. In particular, the authors focus on how the electronic marketplace modifies its interface redesign for addressing the different tastes of users from different cultural backgrounds. The authors hope this study can address to how cultural and language differences affect the interface redesign of CRM, which is part of the enterprise system, in the multinational and global context through a qualitative study.

scholarly journals Cultural Differences Between Countries: The Brazilian and the Chinese Ways of Doing Business

2011 ◽  
Vol 2 (2) ◽  
pp. 77
Author(s):  
Erika Zoeller Véras ◽  
Daniel Bicudo Véras
Keyword(s):  
Cultural Differences ◽  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Business World ◽  
Cultural Aspects ◽  
Short Overview ◽  
Doing Business

Each country has its own cultural backgrounds and standards of thinking, being and acting, and these cultural differences strongly influence the business world. The purpose of this paper is to present some cultural differences between countries highlighting the Brazilian and Chinese examples. Many are the cultural aspects within a society; therefore this paper will emphasize how these aspects can have an impact in business in both cultures, having as a background the basic cultural points of each country. Brazil and China will be analyzed through the Hofstede (2001) dimensions which measure cultural differences. This paper gives a short overview to provide an understanding on how cultural similarities and cultural differences are important when doing business in the mentioned countries. The authors propose that the more acquainted one is with a culture, the more successful his/ her business will become. In addition, it is necessary to evaluate which cultural issues have an impact when it comes to business.

scholarly journals Students Writing across Cultures: Teaching Awareness of Audience in a Co-curricular Service Learning Project

2019 ◽  
Vol 1 ◽  
pp. 69-87
Author(s):  
Beth Lewis Samuelson ◽  
James Chamwada Kigamwa
Keyword(s):  
Service Learning ◽  
Secondary Students ◽  
Literacy Instruction ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Young Readers ◽  
The Third ◽  
Direct Feedback ◽  
Editing Process

We examine a model for outofschool literacy instruction using language and cultural available designs for teaching awareness of audience across cultures. The literacy model described here engages undergraduate and secondary students in a cross-cultural storytelling exchange and calls for anticipating the needs of young readers who do not share linguistic or cultural backgrounds. We describe the process of helping the writers to understand their Rwandan audience and highlight some of the linguistic and cultural issues that arose in the early drafts and persisted throughout the editing process despite direct feedback. We describe the workshops in which we discussed available linguistic and cultural designs and track some of the responses of the writers. And finally, we examine a story from the third volume for evidence that the writers had addressed the needs of the Rwandan readers in their stories.

Customer Relationship Management and Interface Redesign

2013 ◽  
Vol 4 (3) ◽  
pp. 68-88 ◽  
Author(s):  
Kevin K.W. Ho ◽  
Eric W.K. See-To
Keyword(s):  
Customer Relationship Management ◽  
Relationship Management ◽  
Cross Cultural ◽  
Customer Relationship ◽  
Enterprise System ◽  
Electronic Marketplace ◽  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Language Differences ◽  
Global Context

This study is focused on the cross-cultural issues in the post-adoption phases of customer relationship management (CRM) for an international electronic marketplace, which operates in more than 30 countries. In particular, the authors focus on how the electronic marketplace modifies its interface redesign for addressing the different tastes of users from different cultural backgrounds. The authors hope this study can address to how cultural and language differences affect the interface redesign of CRM, which is part of the enterprise system, in the multinational and global context through a qualitative study.

Preparing Professionals for Partnerships with Parents of Students with Disabilities: Textbook Considerations regarding Cultural Diversity

1998 ◽  
Vol 64 (4) ◽  
pp. 513-528 ◽  
Author(s):  
Thomas W. Sileo ◽  
Mary Anne Prater
Keyword(s):  
Cultural Diversity ◽  
Students With Disabilities ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Preparation Programs ◽  
Diversity Issues ◽  
Relationship Of ◽  
Diverse Groups

Strong bonds of family-school collaboration are critical to the academic and social development of students with disabilities, especially when parents and teachers differ in ethnic, racial, and cultural backgrounds. These linkages necessitate preparing educators to address the needs of diverse students and family members. We evaluated 10 textbooks, related to working with families of students with disabilities, that may be used in special education teacher preparation programs. The textbooks were appraised regarding cultural diversity content, vignettes and examples of diverse groups, and inclusion of cultural issues. We also assessed the textbooks qualitatively to identify the relationship of cultural diversity content to parental involvement. Results indicated variability concerning representation of diverse populations, cultural content, and discussion of diversity issues.

scholarly journals Online Intercultural Dialogue: “Failed” Communication in a Telecollaboration Project

Kalbotyra ◽  
2021 ◽  
Vol 74 ◽  
pp. 198-220
Author(s):  
Dina Savlovska ◽  
Dora Loizidou ◽  
Viktorija Ivanova
Keyword(s):  
Computer Mediated Communication ◽  
Intercultural Dialogue ◽  
Discussion Forums ◽  
Cultural Issues ◽  
Politeness Theory ◽  
Human Communication ◽  
Mediated Communication ◽  
Cultural Backgrounds ◽  
Politeness Strategies ◽  
Negative Face

Over the past two decades, the development of computer-mediated communication technologies has modified human communication. Increasingly, representatives from diverse linguistic and cultural backgrounds are disposed to a constant negotiation of meanings. The main purpose of this study is to carry out a linguistically grounded analysis of the intercultural dialogue during online asynchronous written exchanges between Latvian and Cypriot students.Based on the politeness theory of Brown and Levinson (1987), which implies that all adult members of society are endowed with two universal aspects: “positive face” and “negative face”, and using the methods of content analysis and discourse analysis, this research analyses the way learners communicate or hide their position concerning sensitive cultural issues. To attain the objective of the present research, a quantitative and qualitative experimental study was conducted. The learners’ public messages in the discussion forums were juxtaposed with their private messages concerning proposed cultural topics. The findings show a strong interdependence between the politeness strategies used by the learners and the intercultural issue discussed. Thus, online intercultural discussions can be qualified as context-dependent and content-dependant. Discussion forum does not seem to be an appropriate environment to facilitate and encourage intercultural discussions about potentially controversial issues.

scholarly journals Culture and Interculturality in the Adult ESL Context in Urban Quebec: A Case Study

2013 ◽  
Vol 30 (1) ◽  
pp. 45
Author(s):  
Nancy Dytynyshyn ◽  
Laura Collins
Keyword(s):  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Adult Esl ◽  
Language Class ◽  
Adult Participants ◽  
Diverse Community ◽  
Fault Lines ◽  
Canadian Culture ◽  
Diverse Cultures

This article examines the treatment of culture and the development of intercul- turality in the transcripts of a complete 36-hour ESL course organized by a com- munity center in Montreal. The adult participants came from a variety of linguistic and cultural backgrounds. The adult second-language class has been identified as a potentially rich context for the development of interculturality due to direct contact between students from diverse cultures (Magos & Simopoulos, 2009). However, addressing areas of cultural misunderstandings (discursive fault lines, Menard-Warwick, 2009) may be essential in the process. The research ques- tions relate to the representation of Canadian culture, how the teacher views and approaches cultural issues, and any evidence that this approach promotes inter- cultural competence. Results show Canada represented as a culturally diverse community with French Canadian culture minimally represented. The teacher emphasized cultural adaptation and commonality of students’ experience across cultures. She did not address discursive fault lines in whole-class contexts, but was able to capitalize on the contact between her multiethnic learners to facilitate intercultural communication and the development of relationships of trust with those normally seen as “other.” There was insufficient evidence to conclude that her approach promoted interculturality, but we argue that it did provide key ele- ments from which interculturality may develop.Dans cet article, nous nous penchons sur le traitement de la culture et le développement de l’interculturalité dans les transcriptions découlant d’un cours complet d’ALS d’une durée de 36 heures et organisé par un centre communautaire à Montréal. Les antécédents linguistiques et culturels des participants adultes étaient variés. On avait identifié le cours d’ALS comme un contexte qui pourrait s’avérer fertile pour le développement de l’interculturalité en raison du contact direct entre les étudiants provenant de diverses cultures (Magos & Simopoulos, 2009). Toutefois, il pourrait être essentiel d’aborder des domaines d’incompréhen- sion culturelle (failles discursives, Menard-Warwick, 2009) pendant le processus. La recherche porte sur la représentation de la culture canadienne, les opinions et l’approche des enseignants relatives aux enjeux culturels, et toute indication que cette approche promeut la compétence interculturelle. Les résultats démontrent un Canada représenté comme une communauté caractérisée par une diversité culturelle et dans lequel la culture canadienne française est à peine évoquée. L’en- seignant a souligné l’adaptation culturelle et les points communs dans les ex- périences des étudiants de différentes cultures. Elle n’a pas traité de failles discursives devant toute la classe, mais a pu tirer profit du contact entre les apprenants multiethniques pour faciliter la communication interculturelle et le développement de relations de confiance avec ceux habituellement perçus comme « l’autre ». Alors qu’il n’y avait pas suffisamment d’indications que son approche promouvait l’interculturalité, nous affirmons que celle-ci offrait les éléments clés à partir desquels l’interculturalité peut se développer.

scholarly journals Translation as Innovation in Literature: the case of a Sanskrit Buddhist poem translated into Chinese

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Laura Lettere
Keyword(s):  
Central Asia ◽  
Social Needs ◽  
Second Century ◽  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Translation Process ◽  
The Many

AbstractAs many other religions have done, Buddhism developed and evolved over the centuries in order to fulfil social needs and to adapt to different cultural backgrounds. Following the commercial routes in Central Asia, from around the second century BCE, Buddhist texts first arrived in China, and consequently a new compelling need to translate them for the use of new followers developed. This paper attempts to describe the many difficulties faced by the first Buddhist translators through the analysis of the translation of a particular poem, the Buddhacarita. The case study aims at pointing out how this translation process involved linguistic, religious and cultural issues.

Cultural Issues in Global Collaborative Education

2011 ◽  
pp. 30-42
Author(s):  
Kumiko Aoki
Keyword(s):  
Educational Systems ◽  
Educational Practices ◽  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Advanced Degrees ◽  
Educational History ◽  
The Face ◽  
Confucian Philosophy ◽  
Collaborative Education

This chapter discusses cultural differences in educational practices of the East and West. In East Asian countries, where Confucian philosophy has influenced its educational practices, values of respect for authority, harmony among a group, and diligence in the face of adversity are its overarching principles. Western countries emphasize Socratic principles which value open dialogue and advocate critical thinking among students. This chapter then discusses educational history and practices in Japan as a case study of education in the East. In this age of globalization, educational systems in one culture cannot exist in isolation, and we often have to look at ways to accommodate students from diverse cultural backgrounds in an educational program. Finally, the chapter examines the difficulties students from a Confucian culture will encounter when they enter educational systems in the West to pursue advanced degrees, and suggests the ways for educators to be inclusive of students of differing cultural backgrounds.

Multiculturality and Multimodal Languages

2012 ◽  
pp. 99-114 ◽  
Author(s):  
Maria Chiara Caschera ◽  
Arianna D’Ulizia ◽  
Fernando Ferri ◽  
Patrizia Grifoni
Keyword(s):  
Computer Systems ◽  
Multimodal Interaction ◽  
Cultural Background ◽  
The Internet ◽  
Cultural Issues ◽  
Cultural Backgrounds ◽  
Research Activity ◽  
Multicultural Issues ◽  
Different Cultures ◽  
The Way

The way by which people communicate each other changes in the different cultures due to the different communicative expectations and depending on their cultural backgrounds. The development of the Internet has caused an increasing use of computer systems by people from different cultures, highlighting the need for interaction systems that adapt the interaction according to the cultural background of the user. This is one of the reasons of the growing research activity that explores how to consider cultural issues during the design of multimodal interaction systems. This chapter is focused on such a challenging topic, proposing a grammatical approach representing multicultural issues in multimodal languages. The approach is based on a grammar, that is able to produce a set of structured sentences, composed of gestural, vocal, audio, graphical symbols, and so on, along with the meaning that these symbols have in the different cultures. This work provides a contribution to the area of mulsemedia research, as it deals with the integration of input produced by multiple human senses and acquired through multiple sensorial media.

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