Relevant bibliographies by topics / Culture clash

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Culture clash'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 March 2023

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Journal articles on the topic "Culture clash"

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Marcus, Aaron. "Culture class vs. culture clash." Interactions 9, no. 3 (May 2002): 25–28. http://dx.doi.org/10.1145/506671.506684.

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Anshaw, Carol, and Jane Hamilton. "Culture Clash." Women's Review of Books 12, no. 1 (October 1994): 7. http://dx.doi.org/10.2307/4021912.

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Parry, Benita, Albie Sachs, Ingrid de Kok, and Karen Press. "Culture Clash." Transition, no. 55 (1992): 125. http://dx.doi.org/10.2307/2934856.

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Horgan, John. "Culture Clash." Scientific American 269, no. 2 (August 1993): 26. http://dx.doi.org/10.1038/scientificamerican0893-26.

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Gorman, Mary. "Culture Clash." American Journal of Nursing 96, no. 11 (November 1996): 58. http://dx.doi.org/10.1097/00000446-199611000-00044.

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Rose, I. Nelson. "Culture Clash." Gaming Law Review and Economics 17, no. 7 (September 2013): 481–83. http://dx.doi.org/10.1089/glre.2013.1772.

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O'Shea, Donald C. "Culture Clash." Optical Engineering 37, no. 7 (July 1, 1998): 1897. http://dx.doi.org/10.1117/1.601706.

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Wittenberg, C. K. "Culture Clash." JNCI Journal of the National Cancer Institute 84, no. 19 (October 7, 1992): 1473. http://dx.doi.org/10.1093/jnci/84.19.1473.

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Muchtar, Nurhaya, and Thomas Hanitzsch. "CULTURE CLASH." Journalism Practice 7, no. 2 (April 2013): 184–98. http://dx.doi.org/10.1080/17512786.2012.753242.

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Not Available, Not Available. "Culture clash." Radical Society 30, no. 1 (April 1, 2003): 1. http://dx.doi.org/10.1080/1476085032000125600.

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Dissertations / Theses on the topic "Culture clash"

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Vice, President Research Office of the. "Culture Clash." Office of the Vice President Research, 2008. http://hdl.handle.net/2429/2769.

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Marques, Jose Da Mota. "Christology and culture clash a study in the Christology of the Afro-Brazilian religions /." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Usbeck, Frank. "Clash of Cultures? "Noble Savages" in Germany and America." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-195540.

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Als Ferdinand Pettrich im September 1835 in den USA eintraf, waren Vorstellungen vom Wesen amerikanischer Ureinwohner in den deutschen Staaten bereits ausgeprägt und folgten bestimmten Mustern. Die Zeit der Indianerbegeisterung als Massenphänomen, die Karl May zum meistgelesenen deutschsprachigen Schriftsteller machte und Hunderttausende in die Vorstellungen amerikanischer und deutscher Wild-West-Shows trieb, lag damals zwar noch etliche Jahrzehnte in der Zukunft, und die bildlichen Vorstellungen vom berittenen Krieger der Prärien als dem ‚Standardindianer' würden sich erst ab Ende der 1830er- und während der 1840er-Jahre mit den Illustrationen von Bodmer und Catlin entwickeln. Jedoch war ‚der Indianer' bereits ein fester Bestandteil in der Vorstellungswelt von Amerika wie auch der eigenen Gruppenidentität. Bereits an den ersten transatlantischen Erkundungsreisen waren Deutsche beteiligt, frühe Berichte über die Bewohner dieser ‚neuen Welt' verbreiteten sich Dank der Entwicklung des Buchdrucks schnell durch Mitteleuropa. Beim Eintreffen Pettrichs in Amerika war Coopers Letzter Mohikaner bereits in der deutschen Übersetzung erschienen und zum Verkaufsschlager geworden
When Ferdinand Pettrich arrived in the United States in September 1835, perceptions about the nature of Native Americans had already become established and followed certain patterns. The era of Indian enthusiasm as a mass phenomenon—which made Karl May the most-read writer in the German-speaking world and drove hundreds of thousands to American and German Wild West shows—at that time still lay a number of decades in the future. Pictorial representations of mounted warriors of the prairie, which became the ‘standard Indian,’ were first developed through the illustrations of Karl Bodmer and George Catlin around the end of the 1830s and during the 1840s. Nevertheless, 'the Indian' was already a standard part of the vocabulary of perception for America—as well as of the Germans’ self-perception as a group. Germans took part in the fi rst transatlantic explorations, and early reports about the inhabitants of this ‘new world’ spread across Central Europe thanks to the quick development of the printing press. Upon Pettrich’s arrival in America, James Fenimore Cooper’s The Last Mohican had already been translated into German, becoming a bestseller there
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Usbeck, Frank. "Clash of Cultures? "Noble Savages" in Germany and America." Arnoldsche Art Publishers, 2013. https://tud.qucosa.de/id/qucosa%3A29201.

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Als Ferdinand Pettrich im September 1835 in den USA eintraf, waren Vorstellungen vom Wesen amerikanischer Ureinwohner in den deutschen Staaten bereits ausgeprägt und folgten bestimmten Mustern. Die Zeit der Indianerbegeisterung als Massenphänomen, die Karl May zum meistgelesenen deutschsprachigen Schriftsteller machte und Hunderttausende in die Vorstellungen amerikanischer und deutscher Wild-West-Shows trieb, lag damals zwar noch etliche Jahrzehnte in der Zukunft, und die bildlichen Vorstellungen vom berittenen Krieger der Prärien als dem ‚Standardindianer' würden sich erst ab Ende der 1830er- und während der 1840er-Jahre mit den Illustrationen von Bodmer und Catlin entwickeln. Jedoch war ‚der Indianer' bereits ein fester Bestandteil in der Vorstellungswelt von Amerika wie auch der eigenen Gruppenidentität. Bereits an den ersten transatlantischen Erkundungsreisen waren Deutsche beteiligt, frühe Berichte über die Bewohner dieser ‚neuen Welt' verbreiteten sich Dank der Entwicklung des Buchdrucks schnell durch Mitteleuropa. Beim Eintreffen Pettrichs in Amerika war Coopers Letzter Mohikaner bereits in der deutschen Übersetzung erschienen und zum Verkaufsschlager geworden.
When Ferdinand Pettrich arrived in the United States in September 1835, perceptions about the nature of Native Americans had already become established and followed certain patterns. The era of Indian enthusiasm as a mass phenomenon—which made Karl May the most-read writer in the German-speaking world and drove hundreds of thousands to American and German Wild West shows—at that time still lay a number of decades in the future. Pictorial representations of mounted warriors of the prairie, which became the ‘standard Indian,’ were first developed through the illustrations of Karl Bodmer and George Catlin around the end of the 1830s and during the 1840s. Nevertheless, 'the Indian' was already a standard part of the vocabulary of perception for America—as well as of the Germans’ self-perception as a group. Germans took part in the fi rst transatlantic explorations, and early reports about the inhabitants of this ‘new world’ spread across Central Europe thanks to the quick development of the printing press. Upon Pettrich’s arrival in America, James Fenimore Cooper’s The Last Mohican had already been translated into German, becoming a bestseller there.
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Prewitt, Melvin J. "From biculturalism to culture clash: French language and Manitoba public education to 1916." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2261.

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The Manitoba School Question is representative of a larger problem of possible tyranny by the majority. Mob rule is often less recognized when seemingly legitimized by legislative action. This long term event shows the danger resulting from assumptions that constitutional provisions provide adequate protection for a minority. When legislation is enacted which removes Constitutional rights, and there is no violent opposition, are assumed to be accepted by all. Once opposition develops decades later, it comes as an apparent surprise, even to individuals in prominent political positions. Language is clearly a major issue in the Manitoba School Question but all elements of culture including religion and ethnicity play important roles in the controversy. While other North American communities like Prairie du Chien and St. Louis have retained little to mark a distinctive French culture, aside from street names, in Manitoba, the language and other cultural elements continue in theater, literature, and education. Even as the minority language continues, there is virtually no one who claims French as their native language who is not fluent in English. As other locations in North America debate the question and propriety of imposing an official language, much could be learned from the experience of Manitoba. The primary sources utilized in this study were mainly documents generated by the Manitoba and Canadian governments and by the Manitoba Department of Education. Much information was also gleaned from the correspondence of Catholic missionaries and Archbishop Taché as well as from leadership in the Protestant school systems. Few of most important participants in this pageant lived to witness the Constitutional crisis resulting from the quick and easy legislative responses to popular sentiments.
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Heuvel, Sean Michael. "Culture Clash: A case study of the issues that non-traditional college presidents face in adjusting to academic culture." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1550154087.

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Charles, Franklyn W. "Disruptive Technology in Sound Clash Culture: Narratives of Technological Adoptions and Performance in Competition." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565706604776981.

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Ahern, Sean Xavier. "The Clash and Mass Media Messages from The Only Band That Matters." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340661045.

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Wasunna, Angela. "Averting a clash between culture, law and science : an examination of the effects of new reproductive technologies in Kenya." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64309.pdf.

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Bergström, Cecilia, and Linda Andersson. "”En främmande kulturs påverkan” - : en studie om de kinesiska utbytesstudenternas kulturella upplevelser av att studera på Högskolan i Gävle." Thesis, University of Gävle, University of Gävle, University of Gävle, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6451.

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Högskolan i Gävle har på senare år påbörjat ett samarbete med utländska universitet och en stor andel utbytesstudenter vid högskolan kommer från Kina (Högskolan i Gävle, 2007). Att lyckas akademiskt är till viss del beroende av individens förmåga att anpassa sig till den akademiska kulturen och de rådande normerna. Studenter utbildade i konfucianistisk kultur har ofta annan syn på läraren än studerande i västerländsk kultur då man inom konfucianismen anser att läraren är en person med hög auktoritet och forskning visar att stressnivån för nyanlända utbytesstudenter är stark i början av deras akademiska utbildning i ett främmande land (Brown, 2008). Syftet med vår uppsats var att undersöka de kinesiska utbytesstudenternas kulturella upplevelser av att studera på Högskolan i Gävle och se hur dessa påverkar dem.

En kvalitativ metod genomfördes med inspiration av ett fenomenologiskt förhållningssätt. Detta skedde i form av en semistrukturerad fokusgruppsintervju med sex stycken utbytesstudenter från Kina som studerat minst två år på Högskolan i Gävle. Resultatet visade att respondenterna upplevt kulturskillnader som de fått anpassa sig till under sin tid som utbytesstudenter. De största kulturkrockarna skedde i att anpassa sig efter den svenska undervisningen och ett främmande språk. Språkliga brister var troligen den största faktorn till att de inte hade kontakt med svenska studenter. Dock verkade respondenterna inte uppleva kulturchock i så stor utsträckning. Störst stress upplevde de i början av en ny kurs då de var tvungna att anpassa sig efter främmande ord på engelska och inför tentamenstillfällen. I början av respondenternas vistelse som utbytesstudent upplevde de dock hemlängtan och svårigheter att följa med i undervisningen vilket kunde upplevas som stressande. Detta verkade dock ha avtagit med tiden och utbytesstudenterna upplevde situationen vara tillfredställande trots en annorlunda kultur.


The University of Gävle has in recent years started a relation with foreign universities and a large share of exchange students come from China (Högskolan i Gävle 2007). To succeed academically is to some extent dependent on the individual´s ability to adapt to the prevailing standards in the academic culture. Students educated in a konfucianistic culture have often a different view of the teacher than students in Western culture when in Confucianism believe that the teacher is a person of high standing and research shows that stress levels for newly arrived exchange students are strong in the beginning of their academic training in a foreign country (Brown, 2008). The purpose of our study was to get an insight into the Chinese

exchange student’s cultural experiences of studying at the University of Gävle and to see how this can affect them.

A qualitative method with inspiration of the phenomenogical approach was carried out. This took the form of a semistructrued focus group interview with six exchange student´s from China who has studied at least two years at the University of Gävle. The result implied that the respondents experienced differences in culture that they had to adapt to during their time as exchange students. The largest clash of cultures came when they were trying to adapt to the Swedish education and a foreign language. Linguistic deficiencies were probably the largest factor to affect the lack of contact with Swedish students. However, the respondents didn't seem to experience culture chock at a large extent. They experienced most stress at the beginning of a new course when they were forced to adapt to unfamiliar words in English and for examinations. At the beginning of the respondents sojourn however, they experienced homesickness and difficulties in keeping up with the tutoring which could be experienced as stressful. However, this seems to have declined by time and the exchange students experienced the situation as satisfying despite a different culture.

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Books on the topic "Culture clash"

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Winkler, Peter. Culture clash. Washington, D.C: National Geographic Society, 2007.

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Bache, Ellyn. Culture clash. 2nd ed. Yarmouth, Me: Intercultural Press, 1989.

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Alan, Seelye-James, ed. Culture clash. Lincolnwood, Ill: NTC Business Books, 1995.

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Bache, Ellyn. Culture clash. 2nd ed. Wilmington, N.C: Banks Channel Books, 1994.

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The culture clash. Wenatchee, Washington]: The Academy for Dog Trainers, 2013.

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Donaldson, Jean. The culture clash. 2nd ed. Berkeley, Calif: James & Kenneth Publishers, 2005.

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The culture clash. Berkeley, Calif: James & Kenneth Publishers, 1996.

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Blanning, T. C. W. The French Revolution: Class war or culture clash? 2nd ed. New York, N.Y: St. Martin's Press, 1998.

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Wortman, Arthur, and David Keuning, eds. Mark Another Architecture: Culture Clash. 3rd ed. Amsterdam: Frame Publishers, 2002.

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Sweet, William. Cultural clash and religion. Washington, D.C: Council for Research in Values and Philosophy, 2015.

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Book chapters on the topic "Culture clash"

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Marcus, Aaron. "Culture Class Versus Culture Clash." In Human–Computer Interaction Series, 7–12. London: Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6744-0_2.

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Smith, Sylvia A. "Culture clash." In American Translators Association Scholarly Monograph Series, 179. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/ata.viii.12smi.

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Huntington, Samuel P. "The Clash of Civilizations?" In Culture and Politics, 99–118. New York: Palgrave Macmillan US, 2000. http://dx.doi.org/10.1007/978-1-349-62397-6_6.

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Huntington, Samuel P. "The Clash of Civilizations?" In Culture and Politics, 99–118. New York: Palgrave Macmillan US, 2000. http://dx.doi.org/10.1007/978-1-349-62965-7_6.

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Goodson, Ivor, Michele Knobel, Colin Lankshear, and J. Marshall Mangan. "Culture Clash in Computerized Classrooms." In Cyber Spaces/Social Spaces, 19–37. New York: Palgrave Macmillan US, 2002. http://dx.doi.org/10.1057/9780230602151_2.

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Johnson, F. Reed. "Risk Communication and Regulatory Culture Clash." In The Analysis, Communication, and Perception of Risk, 441–50. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2370-7_45.

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Higgins, Noelle. "The ICC Statute: a culture clash?" In Cultural Defences at the International Criminal Court, 27–54. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315180007-3.

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Bueechl, Joerg, and Felix Haefner. "A Comparison of Entrepreneurial Culture in Germany and China." In The Clash of Entrepreneurial Cultures?, 65–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97050-5_6.

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Turner, Richard, and Apurva Jain. "Agile Meets CMMI: Culture Clash or Common Cause?" In Extreme Programming and Agile Methods — XP/Agile Universe 2002, 153–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45672-4_15.

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Andell, Paul. "Realism, Street Culture, Neighbourhood and a Border Clash?" In Thinking Seriously About Gangs, 1–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12891-3_1.

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Conference papers on the topic "Culture clash"

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Fărcașiu, Marcela. "TEACHING CULTURE: NON-VERBAL INTERCULTURAL BLUNDERS THROUGH EXPAT EYES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/10.

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The 21st century is witnessing a growing movement of people from one corner of the world to another, either for business or personal reasons, like never before. These people will be bringing with them their own differences, values, beliefs, and communication styles. Cultures will clash at the workplace, at a party, in the supermarket, in the subway, when dealing with the authorities, and the list can go on. That is why, this paper aims at providing students (i.e. future employees or managers, who will undoubtedly come into contact with different cultures in their future careers) with notions related to intercultural communication, mainly non-verbal communication. The paper also posits that one way of acquiring the intercultural communication competence in the classroom is by providing real-life examples of what such communication means, i.e. through accounts and stories told by expats, who are people who travel and decide to relocate to another country (embracing or not the new culture) mainly for business-related reasons.
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Penaskovic, Richard. "M FETHULLAH GÜLEN’S RESPONSE TO THE “CLASH OF CIVILIZATIONS” THESIS." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/bteg9200.

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Part I contains an exposition of Sam Huntington’s thesis about the clash of civilisations ac- cording to Gülen. Huntington’s writings are far from being realistic evaluations regarding the future. Rather, they are more like a self-fulfilling prophecy. Gülen argues that by creat- ing new enemy fronts, Huntington actually sows the seeds for a clash of civilisations on the basis of religious and cultural differences. Part II looks at Gulen’s response to Huntington’s thesis and has three parts: tolerance, interfaith dialogue, and compassionate love. Tolerance means closing our minds to the faults of others, respecting ideas with which we disagree, and when attacked verbally, responding with mildness or as the Qur’an says, with ‘gentle words.’ Interfaith dialogue involves stressing the commonalities between the world religions, rather than past polemics and historical differences. In regard to compassionate love Gülen calls the universe a symphony of compassion because without compassion everything is in chaos. Souls filled with love are in Gülen’s view, the greatest heroes in the cosmos. The way of love is the way of the prophets. Part III contains my own views on the clash of civilisations. Written in the spirit of Gülen, I argue that in contradistinction to Huntington, the Muslim world is not monolithic, that many of the past wars and clashes were within the same civilisa- tion, and that the real clash is between extremists of all types and moderates within the same culture or civilisation. I also highlight the ecumenical message of Islam, namely, that all religion deserve respect and courtesy, that followers of different religious traditions should compete with one another in piety, and that the rope that links us to God also links us to one another (Qur’an 3:103).
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Callen, Kris. "Creating a World Class Safety Culture Where Two Cultures Collide." In Brasil Offshore. Society of Petroleum Engineers, 2011. http://dx.doi.org/10.2118/143792-ms.

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Oguamanam, Vanessa, Taneisha Lee, Tom McKlin, Zane Cochran, Gregory Abowd, and Betsy DiSalvo. "Cultural Clash." In DIS '20: Designing Interactive Systems Conference 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3357236.3395544.

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Zhyrun, Iryna. "VIDEOS, CULTURE AND SIGNIFICANT LEARNING: COLOMBIAN STUDENTS SPEAK." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-174.

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The study presents the results of a case evaluating the impact of designed audio-visual materials for English CLIL (Content and Language Integrated Learning) course “Cultures & Societies”. The designed videos were recorded with the purpose to connect the cultural context and content of the course and make students’ learning more significant, and thus more long-term. The purpose of the study is to identify if the designed materials have achieved the goal of providing relevant content and language that would be significant to students’ lives and results in long-term learning. During the second semester of 2016 in “Cultures & Societies” English CLIL class, students were exposed to 23 designed videos-interviews and 5 videos on similar cultural topics from other authors used from the YouTube. During the first months of the course students were exposed to 3 designed videos and 3 videos from YouTube. Students (n=15) completed a survey immediately after watching each video, indicating their perceptions of the videos in terms of relevance to their lives, culture, career and language. The results of the survey demonstrated that there was no significant difference in terms of interest and relevance to the subject, as the videos were previously selected for a course. Although students indicated that they were more connected emotionally to the designed videos than other YouTube videos. A week after the semester ended, the teacher conducted semi-structured interviews with students (n=11) soliciting information about what they remembered from videos and why. The interviews were conducted in Spanish. They were transcribed and analyzed via NVIVO qualitative software. Preliminary analysis shows that designed videos do have impact on long-term learning. Students remember the content of some of the videos they were exposed to in class, even though they watched them once three months ago. They highlight the importance of familiar cultural context, truthfulness of statements in the videos-interviews, language elements important to them, and motivation to listen to people with other cultural background, making the course “different” from the rest English classes they had.
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Fomin-Nilov, Denis V. "Cyber, Crypto and Culture of science communication." In World-Class Scientific Publication – 2019: Strategy and Tactics of Management and Development. Association of Science Editors and Publishers (ASEP), 2019. http://dx.doi.org/10.24069/konf-23-26-04-2019.17.

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Kurbanova, Lida, Salambek Sulumov, Nasrudi Yarychev, and Zarina Ahmadova. "Narrative analysis to the problem of information extremism in the student environment." In East – West: Practical Approaches to Countering Terrorism and Preventing Violent Extremism. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcshss.reul6227.

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The article analyzes students’ narratives by the method of focus groups on the problem of attitudes towards young women who left for Syria. The authors attempted to reconstruct the girls’ everyday discourse of “talking to a stranger on the Internet and going to Syria through interviews and focus-group communication”. In the context of narrative analysis, the authors see two levels of the problem: the micro-level – the ability to identify the degree of sensitivity to the ideology of Islamic fundamentalism through attitudes to the practical actions of specific girls who have already gone to Syria. Macro-level – “intergenerational conflict” or “intergenerational rift”. The result of intergenerational conflict in North Caucasus societies is often a religiously-extremist way of behaving to adults who do not share their “excessive immersion in Islam” to the detriment of traditional normative values. The analysis of youth narratives concerning the “departed” can also serve as an explanatory model for the response to a broader problem, namely the development of intergenerational dynamics in the context of a clash of values between the traditional culture of local societies and Islamic fundamentalism. In this two-level perspective, we see the prospect of further research into the problem of extremism in North Caucasian societies. In this article, we have designated the macro level as the “background site”. In our reconstruction of the everyday discourse of university students on the problem of “girls leaving for Syria”, we came to the following conclusions. The evaluations revealed the admissibility of sharing the spouse’s fate as an attributive understanding of marital duty within the framework of Islamic ideology. In the opinion of female students, the loneliness of girls, domestic violence, and the search for a “real man” can also serve as a possible decision for young women to communicate online with a stranger. The relevance of the problem of analyzing narratives is the need to comprehend the palette of opinions of a part of the youth audience, which is not considered to be young people in the “risk zone”.
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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.
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Evans, Chris. "Clash of Cultures: Uncertainty vs. Accuracy." In Optical Fabrication and Testing. Washington, D.C.: OSA, 2010. http://dx.doi.org/10.1364/oft.2010.omb3.

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Liu, Zi, Qiong Ma, and Xiao-Hong Dong. "Using Schema Teaching Mode for Students' Cultural Capability through Learning Culture-Type English Courses in Class." In 3rd Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/sschd-17.2017.71.

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Reports on the topic "Culture clash"

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Fouka, Vasiliki, and Alain Schläpfer. Culture Clash: Incompatible Reputation Mechanisms and Intergroup Conflict. Cambridge, MA: National Bureau of Economic Research, September 2022. http://dx.doi.org/10.3386/w30517.

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NMR Publisering. Hunting and Protecting of Marine Mammals - A Clash of Cultures? Nordisk Ministerråd, August 2013. http://dx.doi.org/10.6027/anp2013-701.

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McGilvra Bright, Ruth. Harney area cultural resources class I inventory. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3255.

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KOROLKOVA, OLGA. OLYMPICS ON INTEGRATED TRAINING COURSE "FOUNDATIONS OF RELIGIOUS CULTURES AND LIGHT ETHICS" (MODULES "BASES OF ORTHODOX CULTURE", "BASES OF WORLD RELIGIOUS CULTURES" AND "BASES OF LIGHT ETHICS") (4 CLASS): EDUCATIONAL AND METHODOLOGICAL BOOK. Science and Innovation Center Publishing House, 2017. http://dx.doi.org/10.12731/korolkova.2017.80.

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Corum, James S. A Clash of Military Cultures: German and French Approaches to Technology Between the World Wars,. Fort Belvoir, VA: Defense Technical Information Center, September 1994. http://dx.doi.org/10.21236/ada323798.

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Albury-Wodonga. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206966.

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Albury-Wodonga, situated in Wiradjuri country, sits astride the Murray River and has benefitted in many ways from its almost equidistance from Sydney and Melbourne. It has found strength in the earlier push for decentralisation begun in early 1970s. A number of State and Federal agencies have ensured middle class professionals now call this region home. Light industry is a feature of Wodonga while Albury maintains the traditions and culture of its former life as part of the agricultural squattocracy. Both Local Councils are keen to work cooperatively to ensure the region is an attractive place to live signing an historical partnership agreement. The region’s road, rail, increasing air links and now digital infrastructure, keep it closely connected to events elsewhere. At the same time its distance from the metropolitan centres has meant it has had to ensure that its creative and cultural life has been taken into its own hands. The establishment of the sophisticated Murray Art Museum Albury (MAMA) as well as the presence of the LibraryMuseum, Hothouse Theatre, Fruit Fly Circus, The Cube, Arts Space and the development of Gateway Island on the Murray River as a cultural hub, as well as the high profile activities of its energetic, entrepreneurial and internationally savvy locals running many small businesses, events and festivals, ensures Albury Wodonga has a creative heart to add to its rural and regional activities.
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O'Rourke, D., D. Kullen, L. Gierek, K. Wescott, M. Greby, G. Anast, M. Nesta, et al. Class I cultural resource overview for oil shale and tar sands areas in Colorado, Utah and Wyoming. Office of Scientific and Technical Information (OSTI), November 2007. http://dx.doi.org/10.2172/925386.

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Whitehurst, John C., James C. Dahlberg, Kurt Schweigert, Richard Persinger, and Michael McFaul. A Class III Cultural Resource Inventory of a Portion of the Upper Souris River Valley, North Dakota. Fort Belvoir, VA: Defense Technical Information Center, March 1989. http://dx.doi.org/10.21236/ada215683.

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Mulvihill, Tim. A Cultural Resources Survey of the Proposed Class I Levee East of the City of Grubbs, Jackson County, Arkansas. Fort Belvoir, VA: Defense Technical Information Center, October 1990. http://dx.doi.org/10.21236/ada263023.

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