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Cross Cultural Presentation

Transcript: Muslim Era 700-1000 AD-Port cities in Somalis trade with Arab traders and convert to Islam 1300-1900 AD- Prosperous Somali cities are visited by explorers What I knew before Letters adopted from Italian alphabet Oral culture nothing written down since 1972 Important to Somalis Coming from clans, everyone raises the children Big families Community Post independence Ancient Period RESOURCES What I learned Somali Muesum of Minnesota Interviews Websites: Food Colonial Era Religion (Muslim) Food Community Language Education Religion 1887-1960- British Somaliland claimed the Aden Benadir Coast Italian territory 1960-Both territories gain their independence become Somalia again Some questions I have: General questions about Somalian culture, how, why, and when did Somalians come to the United states? What does education mean to the Somali culture? What does it look like? What are schools in the Twin Cities/the United States missing in their curriculum to teach other students about Somali culture? What does education mean to the Somali culture? What does it look like? What are schools in the Twin Cities/the United States missing in their curriculum to teach other students about Somali culture? They started to come to the United States because of a war, they came as refugees to the Twin Cities Somalia is a country within Africa, "the horn of Africa" Majority of Somalians are Muslim Kelsi Hinnenkamp Most Somalian Muslims are Sunni Muslims Memorize the Qu'ran Pray five times daily Ramadan Abide by the five pillars Bananas! Somalian's Values Important to them Muslim women in Somalia had freedoms to have an education Were allowed to read the Qu'ran History Values Education Language Food Language Education Quick history Why I chose the group What I wanted to know Quick History Continued Majority of students that I have worked with in St. Paul schools have been Somali. Somalians are one of the largest growing ethnic groups in the Twin Cities. Negativity from other people I have heard, makes me want to change their perspectives, but I have to learn more about the culture first. 2350-BC 1-Egyptians establish trade Cross Cultural Presentation 1960-1966-Somalia was a functioning democracy 1976- President assassinated 1977- Somalia invades Ethiopia's Ogaden region 1991-Said Barre's regime falls 1991-Present- Civil war continues Pasta (baasto) Rice (bariis) spiced with cumin (kamuun) Sambusa

Cross Cultural Presentation

Transcript: Background Issues and Adaptation in France Strategy Analysis Acquisition Action Framework Conclusion Angwin, D. (2001). Mergers and acquisitions across European borders: National perspectives on preacquisition due diligence and the use of professional advisors, Journal of World Business, 36(1): 32-57. Cartwright, S. & Cooper, C.L. (1996) Managing Mergers, Acquisitions and Strategic Alliances: Integrating People and Cultures, 2nd ed, Reed Elsevier: Oxford. Charles Hampden-Turner, F. T. (2007). Riding The Waves of Culture: Understanding Diversity in Global Business. London: McGraw-Hill; 2 edition. Fiedler, F.E. (1967). A Theory of Leadership Effectiveness, New York, N Y: McGraw-Hill Gertsen, M., Soderberg, A.M. & Torp, J.E. (1998) Cultural Dimensions of International Mergers and Acquisitions, Walter de Gruyter: Berlin. Lajoux, A.R. (1998). The Art of Acquisition Integration: A Guide to Merging Resources, Processes, and Responsibilities, McGraw-Hill: New York. Larsson, R. & Risberg, A. (1998). Cultural awareness and national versus corporate barriers to acculturation, in Gertsen, Martine Cardel, Soderberg, Anne-Marie & Torp, Jens Erik, editors (eds.) Cultural Dimensions of International Mergers and Acquisitions: Berlin. Lubatkin, M., Calori, R., Very, P. & Veiga, J.F. (1998). Managing mergers across borders: A two-nation exploration of a national administrative heritage, Organization Science, 9(6): 670-84. Meschi, P.-X. and Roger, A. (1994) ‘Cultural context and social effectiveness in international joint-ventures’, Management International Review, 34(3):197-215 Rottig, D. (2007). Successfully Managing International Mergers and Acquisitions: A Descriptive Framework, International Business: Research Teaching and Practice 2007 1(1): 97-118. Very, P. & Schweiger, D.M. (2001). The acquisition process as a learning process: Evidence from a study of critical problems and solutions in domestic and cross-border deals, Journal of World Business, 36(1): 11-31. Wall, S.J. (2001). Making mergers work, Financial Executive, March-April: 34-35, 67. Weber, Y. (1996). Corporate cultural fit and performance in mergers and acquisitions, Human Relations, 49(9): 1181-202. Local Brand Identity Conclusion Independent local brands Jean Pierre Coubert Communication Greet-Hostede's Dimensions intergrated in CASE Greet-Hostede's Dimensions intergrated in CASE French Born Executive and General Manager of Group du Nord Executive for Inter HRC Executive and general Manager of Vechtel France Expertise in Frech breweries Industry Local Culture Adaptation Rebranding 5. Long Term Orientation vs. Short term Orientation Local Cultural Problems Vechtel Company Cross Cultural Leadership Problems 2. Situational favorableness Stereotyping Problems Cultural Transition Action Framework Dutch Born Executive and General Management of Vechtel France in the beggining Broad Memeber of Vechtel Culture Man Poliglot References France Cross Cultural Communication Problems Outline Relationship prevails over tasks Issues with Spain and Adaptation in France Leadership Problems National Cultures Organizational Cultures Jaap Hermelen Schaeffer Takeover Company Cultural Problems Assertiveness Greet-Hostede's Dimensions intergrated in CASE THANK YOU 1. Power Distance Index (PDI) Greet Hofstede's Dimension Accessible Managers Acquisition Culture Clash 4. Individualism vs Collectivism 3. Masculinity vs. Femininity Emotional Gap Spain Cross Cultural Management Rotterdamn Communication Gap 2. Uncertainty Avoidance Index CONTIGENCY THEORY Organizational Culture Adaptation International Acquisitions 1. Leadership Styles Organizational Gap Analysis of Five C's Framework Competitiveness Domestic Acquisitions Yaw ADOO Liu BOYA Paula LÓPEZ Shree NEVE Feng ZIPING Cross Cultural Communication Problems Anxiety

Cross cultural presentation

Transcript: How are Gimnasio Vermont's teachers and PSU student teachers, in a cross-cultural setting, able to identify differences and similarities in teaching practices? Perceptual and Psychomotor Skills Bilingual IB Mandarin Pruebas Saber 2005 - 2012 1,585 Students 56% girls and 44% boys classroom average of 25 students 85% will graduate from GV Personal Space "Student teacher 1: Right away we were all welcomed into the school, and began the day. The first thing I noticed was how affectionate the students were, right away was the swarm of all male students waiting for their teacher. Once they spotted their teacher, they ran towards her and hugged her, a form of affection that is commonly avoided in the States. Perceptual and Psychomotor Skills Journal I then observed the students practice writing lower and upper case letters. The students knew to write the uppercase letters with a red color pencil, and use a pencil to write the lowercase letters. I noticed that when the students wrote the letters, and copied a sentence the teacher was very particular about how the words were written. She circled or underlined parts that were written beyond or below the designated line. I feel that in the States we are not as particular as they are here, but the students then go back and correct it. I think that it is incredibly helpful to write the uppercase letters in a red color pencil, and lowercase letters in pencil. Focus Group “Colored pencils for CAPS + punctuation helps”. Perceptual and Psychomotor Skills Mentor presentation Student Teacher We talk about cultural proficiency in seminar every few classes, but you cannot be prepared for cultural proficiency until you are placed in the position to adapt to local culture. Co-Teaching What I thought it was very interesting was seeing how they work (student teacher and the mentor) together, because I had the opportunity to also have a mentor at the same time with other interns. To see how they work together and while I was explaining a topic they were not just observing but going though the places answering questions, helping me correct of helping the kids, so I can see how they work together at the school and may be get a little idea of how it works to have some else in the classroom. - I left the student teacher lead the class, - How did you feel about that?- It was very nice, she prepared a game, so she explained something before and then she did a game. The students liked it very much and I thought it was very useful. Maybe it opened my mind because some time we have so much topic to cover, so much to do that you that you think you never have time to do those things… you will be behind… again the game that she did was a short game, very useful and I could see how that helped them understood the topic. So I said ok… may be that is something that I can do next year when I cover this topic I can do that game again. I could divide the group for example in little groups of fours. While I was doing certain math exercises, the student teacher had another activity. The girls (students) design and interview, they wrote and interview for the student teacher, because we were… our next topic was yes no questions in simple present tense. So said this is the perfect opportunity to practice questions with the student teacher… so while a was doing math with the girls that were struggling, the student teacher was going group per group taking five minutes per group because I have 26 students, having five minutes and answering the questions… it was nice because we could do two things at the same time. Every body was on task and every body was happy. - I would like to have more than a week,- Why?- Because a week is not enough, because the student teacher was doing other activities, she was visiting schools and everything. And so here at school we have a seven-day week so I would like her to be the seven days that we have the whole week, for her to see how students advance during that seven-day week. Like for the assessments and everything, because they have the assessments on day seven. Gimnasio Vermont Student Teacher preparation Research Question Teachers Findings NEXT? Cross-Cultural Co-teaching Experience Opportunities Student Teachers Hands-on Unique opportunity Multicultural Classrooms Co-Teaching Teachers Professional Development Time Co-teaching Observation Colombia Classrooms Lunch Freetime USA Classroom PDS meeting Interviews Focus groups Journals Interviews Inquiry Project Data Collection Findings Time Alternative Teaching Rational One teach, One guide Findings Carlos Esteban Perez

Cross-Cultural Presentation

Transcript: Marriage Facial Expressions According to Matsumoto in American-Japanese Cultural Differences in the Recognition of Universal Facial Expressions (1992), the results of his experiment confirm the universality of the facial expressions for anger, disgust, fear, happiness, sadness, and surprise. The Japanese had slightly more trouble identifying anger (62.4%) and fear (54.5) compared to Americans (anger 89.5 and fear 81.8), but overall the emotions are seen as universally understandable. 1.) Kaufman, G., Hiromi, T. (2010). Marriage and Happiness in Japan and the United States. International Journal of Sociology of the Family Vol. 36, No.1 P. 25-48. 2.) Kikuzawa, Saeko (2006). Multiple Roles and Mental Health in Cross-Cultural Perspective: The Elderly in the United States and Japan. Journal of Health and Social Behavior Vol. 47, No. 1 (Mar., 2006), P. 62-76. 3.) Matsumoto, D. (1992). American-Japanese Cutlrual Differences in the Recognition of Universal Facial Expressions. Journal of Cross-Cultural Psychology. P. 76-79. The United States is an individualistic society that recognizes a person and their individual achievements. Japan is the opposite, they have a collectivistic culture that recognizes the group over the individual. Because of these differences each culture measures happiness differently. Refrences Individualistic vs. Collectivistic According to Kikuzawa (2006), Japanese families have a stem family system where the eldest son inherits status, the financial obligations, and the responsibility to care for the aging parents. In America it is less common for the parents to live with the children as they age. Typically as parents in America age, the children place them in nursing home or hire a caregiver to take care of them. Results from Kikuzawa's study found that the Japanese are more involved in family and work. The social relationships that a close family provides more elderly family involvement with the Japanese. Individualistic vs. Collectivistic Cultural Influence on Happiness: The United States & Japan Chelsea Pastore In general, married individuals are generally more happy than single individuals. This is because social relationships are caused by happiness. According to Kaufman & Hiromi (2010), in both the U.S. and Japan marriage is associated with an increase in happiness. In both countries marriage has a positive effect on an individual's personal well-being. Sternberg's Triangle, comprised of commitment, passion, and intimacy, is important to the Two-Factor theory of love, passion and companionship. The Family

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