The Private Military Industry: Implications for Efforts to Enhance the Cross-Cultural Competence (3C) Mission-Critical Capabilities of the U.S. Military With Special Reference to AFRICOM

2009 ◽  
Author(s):  
James B. Stewart
Keyword(s):  
Cultural Competence ◽  
Special Reference ◽  
Cross Cultural ◽  
Military Industry ◽  
Mission Critical ◽  
The Cross ◽  
The U.S

Development and initial validation of the Cross-Cultural Competence Inventory

2010 ◽  
Author(s):  
Carol A. Thornson ◽  
Barbara A. Fritzsche ◽  
Huy Le ◽  
Karol G. Ross ◽  
Daniel P. McDonald
Keyword(s):  
Cultural Competence ◽  
Cross Cultural ◽  
Initial Validation ◽  
The Cross

Influence of Cross-Cultural Competence on Trust Building for the U.S. Military

2011 ◽  
Author(s):  
Cecily E.E. Mccoy ◽  
Sandra C. Hughes ◽  
Gabriella Severe
Keyword(s):  
Cultural Competence ◽  
Cross Cultural ◽  
Trust Building ◽  
The U.S

scholarly journals Formation of Cross-cultural Competence among Foreign Students of the Preparatory Department of FSBEI HE Yaroslavl State Agricultural Academy

2020 ◽  
pp. 5-9
Author(s):  
Т.В. Юрьева ◽  
В.А. Михайлова
Keyword(s):  
Cultural Competence ◽  
Foreign Students ◽  
Cross Cultural ◽  
Russian Language ◽  
Cultural Communication ◽  
Communicative Behavior ◽  
Cross Cultural Communication ◽  
Final Project ◽  
The Cross ◽  
The Russian Language

В статье раскрывается проблема формирования кросс-культурной компетентности иностранных учащихся на занятиях по русскому языку как иностранному. Авторы расшифровывают понятие кросс-культурной компетентности, эффективности коммуникации и выделяют факторы и условия их формирования. Отмечается, что каждая культура обладает своей собственной поликодовой системой, расшифровка которой зависит от кросс-культурной компетенции коммуникантов. Выделяются основные признаки кросс-культурной компетенции, которыми являются эмпатия и толерантность, лежащие в основе любого эффективного межкультурного общения, наличие знаний об иной культуре, помогающих правильно интерпретировать коммуникативное поведение представителей другой культуры и готовность к процессу кросс-культурной коммуникации с опорой на накопленный коммуникативный опыт в сфере кросс-культурных контактов. Демонстрируются практические приёмы и методы достижения позитивных результатов. Помимо информации о фонетической, грамматической, лексической системах русского языка, иностранные слушатели должны получить знания об иной, в данном случае русской культуре, помогающие правильно интерпретировать коммуникативное поведение её представителей. Работа в этом направлении проводится уже с первых уроков русского языка, даже на этапе вводно-фонетического курса, и систематически продолжается на всём этапе довузовской подготовки. Авторы приходят к выводу, что в процессе работы с иностранными слушателями Ярославской ГСХА на подготовительном отделении используются различные формы работы в кросс-культурном поле, дающие положительный результат. Завершающий проект (встреча со студентами направления «Журналистика» ЯГПУ им. К.Д. Ушинского) воочию продемонстрировал эффективность используемых методов. Активное использование кросс-культурных коммуникаций ведёт к ускорению и облегчению процесса социокультурной адаптации обучающихся, что в итоге приводит к более высокой эффективности обучения иностранных студентов в условиях русской языковой среды. The article reveals the formation problem of foreign students’ cross-cultural competence in classes in the Russian language as a foreign language. The authors decipher the concept of cross-cultural competence, communication efficiency and distinguish factors and conditions for their formation. It is noted that each culture has its own multicode system, the decoding of which depends on the cross-cultural competence of communicants. The main features of cross-cultural competence are empathy and tolerance which are the basis of any effective cross-cultural communication, the presence of knowledge about a different culture that helps to correctly interpret the communicative behavior of another culture representatives and the readiness for the process of cross-cultural communication based on the accumulated communicative experience in the field of cross-cultural contacts. Practical techniques and methods of achieving positive results are demonstrated. Besides information about the phonetic, grammatical, lexical systems of the Russian language, foreign listeners should gain knowledge of a different in this case Russian culture helping to correctly interpret the communications behavior of its representatives. Work in this direction is carried out already from the first lessons of the Russian language, even at the stage of the introductory phonetic course and systematically continues at the entire stage of pre-university tutorial. The authors conclude that in the process of working with foreign students of the Yaroslavl SAA various forms of work in the cross-cultural field are used at the preparatory department giving a positive result. The final project (a meeting with students of the Journalism direction of YSPU named after K.D. Ushinsky) personally demonstrated the effectiveness of the methods used. The active use of cross-cultural communications leads to the acceleration and facilitation of the process of students’ socio-cultural adaptation which ultimately leads to a higher efficiency of teaching foreign students in the Russian language environment.

Cross-Cultural Competence as a 21st Century Skill

2017 ◽  
Author(s):  
Jennifer Klafehn
Keyword(s):  
Cultural Competence ◽  
Children And Adolescents ◽  
21St Century ◽  
Critical Role ◽  
Cross Cultural ◽  
Cultural Performance ◽  
21St Century Skill ◽  
The Cross ◽  
The Military

Cross-cultural competence (3C) is one 21st century skill that employers have deemed important for employees to develop prior to entering the workforce. Despite the relevance of 3C to pre-professional populations, however, research in this area has primarily focused on the influence of 3C as it pertains to professional populations, such as expatriates and the military, for whom cross-cultural performance plays a critical role. Similarly, research exploring the development of 3C has been directed almost exclusively toward validating the effectiveness of interventions, many of which are implemented only after individuals are hired. The aim of this chapter is to address this gap in the cross-cultural literature by exploring how 3C may be developed in individuals prior to their entering the workforce. This chapter presents four 3C-relevant skills and discusses how the development of these skills may be facilitated in children and adolescents via activities or strategies that are readily incorporated into classroom curricula.

scholarly journals The Cross-Cultural Competence Inventory: Validity and psychometric properties of the Polish adaptation

PLoS ONE ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. e0212730 ◽  
Author(s):  
Krystian Barzykowski ◽  
Anna Majda ◽  
Paweł Przyłęcki ◽  
Małgorzata Szkup
Keyword(s):  
Cultural Competence ◽  
Psychometric Properties ◽  
Cross Cultural ◽  
The Cross ◽  
Polish Adaptation

scholarly journals What is in a name? The Development of Cross-Cultural Differences in Referential Intuitions

2017 ◽  
Author(s):  
Jincai Li ◽  
Longgen Liu ◽  
Elizabeth Chalmers ◽  
Jesse Snedeker
Keyword(s):  
Early Childhood ◽  
Cultural Differences ◽  
Perspective Taking ◽  
Proper Names ◽  
Cross Cultural ◽  
Past Work ◽  
Cross Cultural Differences ◽  
The Cross ◽  
Value Judgement ◽  
The U.S

Past work has shown systematic differences between Easterners’ and Westerners’ intuitions about the reference of proper names. Understanding when these differences emerge in development will help us understand their origins. In the present study, we investigate the referential intuitions of English- and Chinese- speaking children and adults in the U.S. and China. Using a truth-value judgement task modelled on Kripke's classic Gödel case, we find that the cross-cultural differences are already in place at age seven. Thus, these differences cannot be attributed to later education or enculturation. Instead, they must stem from differences that are present in early childhood. We consider alternate theories of reference that are compatible with these findings and discuss the possibility that the cross-cultural differences reflect differences in perspective-taking strategies

scholarly journals Polish Adaptation of the Cross-Cultural Competence Inventory: An Overview

2020 ◽  
Vol 19 (1) ◽  
pp. 15-21
Author(s):  
Krystian Barzykowski ◽  
Anna Majda ◽  
Paweł Przyłęcki
Keyword(s):  
Cultural Competence ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Cross Cultural ◽  
Professional Activities ◽  
Validity Criterion ◽  
The Cross ◽  
Polish Adaptation ◽  
Education And Development

AbstractIntroduction. The growing cultural diversity of Polish society creates new challenges for people who, in their professional activities, deal with culturally divergent people. Therefore, on the one hand, there is an urgent need for education and development in cross-cultural competences; on the other hand, there is a need to measure these competences with reliable and accurate methods.Aim. The goal of the present paper is recommendation of the Polish adaptation of the Cross-Cultural Competence Inventory (CCCI). In addition, the paper discusses the possible usage of the CCCI within the Polish healthcare system.Methods. The CCCI was adapted to Polish in a multistage process [1]. Briefly, it consisted of two studies, with 455 (Study 1) and 347 (Study 2) participants, in which the psychometric properties of the CCCI were evaluated in terms of reliability, internal consistency, factorial structure, test-retest reliability, and theoretical validity, criterion and convergent validity.Results. Although the original version of the CCCI was assumed to have a 6-dimensional factor structure, confirmatory factor analysis did not provide strong evidence for this assumption. However, as demonstrated in two studies, the Polish adaptation of the CCCI has satisfactory psychometric properties, such as reliability and validity (theoretical, criterion and convergent).Conclusions. Results of Study 1 and Study 2 support the conclusion that the CCCI can be successfully used in empirical research among healthcare professionals and students of medical courses. Future work may focus on further improvements of the CCCI by, for example, developing Polish standardized norms for different groups of professionals.

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