Geometry.Net - Basic_L: Language & Culture Groups General

Databases A-Z
Includes some master s theses and foreign language dissertations. eHRAF currentlyconsists of documents pertaining to 90 culture groups (about 1/4 of
http://www.uwm.edu/Libraries/databases/

Extractions: SELECT A SUBJECT to jump to discipline-specific databases Anthropology Architecture Art Astronomy Biology Business Chemistry Communication Computer Science Criminal Justice Current Events Dance Economics Education Engineering Film Geography Geology Government Information History International Studies Language Law Library and Information Science Life and Health/Biological Sciences Linguistics Literature Mathematics Multicultural Studies Multidisciplinary Topics Music News Philosophy Political Science Physics Psychology Reference (General) Religious Studies Science (General) Social Work Sociology Theater Urban Studies Women's Studies Databases by Vendor/Publisher CSA EBSCOhost FirstSearch Gale ... Wilson Click on the first letter of the name of the index you would like to search. Need help? Try the Subject Guides or Ask a Librarian A B C ... W Dates vary; indexes over 2,500 scholarly journals, trade journals, business magazines and newspapers, and selected dissertations in the areas of business, finance, marketing, and economics. Full text of articles is available for over 600 journal titles. Guide
Intangible Heritage: UNESCO Culture Sector
10 Sep 2004 On 9 September 2004, the Director-general of UNESCO, Koïchiro Matsuura the Intangible Cultural Heritage of Chinas Ethnic Minority groups.
http://portal.unesco.org/culture/en/ev.php-URL_ID=2225&URL_DO=DO_TOPIC&URL_SECTI

Extractions: The Convention for the Safeguarding of the Intangible Cultural Heritage defines the intangible cultural heritage as the practices, representations, expressions, as well as the knowledge and skills, that communities, groups and, in some cases, individuals recognise as part of their cultural heritage. It is sometimes called living cultural heritage, and is manifested inter alia in the following domains:
Language
Cherokee culture, language, History and traditions as provided by the CherokeeNation Cultural Basic Words in Cherokee, Listen and learn the Tree groups
http://www.cherokee.org/Culture/Language.asp

Extractions: Language Services The Cultural Resources Department offers the following language services: Newly created school curriculum for Cherokee language program Translation - Translation services are available as needed by citizens, such as letters, documents, etc. English to Cherokee and Cherokee to English are both provided.
Culture Groups (from Europe) -- Encyclopædia Britannica
culture groups (from Europe) Efforts have been made to characterize On theother hand, territorial differences in language and culture are well known;
http://www.britannica.com/eb/article-34576

Extractions: Home Browse Newsletters Store ... Subscribe Already a member? Log in Content Related to this Topic This Article's Table of Contents Expand all Collapse all Introduction Geologic history General considerations Tectonic framework Chronological summary Stratigraphy and structure The Precambrian The Paleozoic era Caledonian orogenic belt Hercynian orogenic belt ... The land Relief Elevations Physiographic units Lowlands Central uplands and plateaus ... Southern Europe Drainage Topographic influences Hydrology Lake systems and marshes Soils Regional divisions Problems of classification Climate Air-pressure belts ... The effects of climate Plant life Major vegetation zones The tundra The boreal forest The mixed forest ... Steppe and semidesert The shaping of vegetation zones Climatic change The role of humans Exterior influences and European survivals Human adaptations Animal life Patterns of distribution The tundra Boreal associations The steppes ... The people Cultural patterns changeTocNode('toc34575','img34575'); Culture groups Languages Romance, Germanic, and Slavic languages Other languages Religions Christianity ... The economy Resources Mineral resources Coal Petroleum and natural gas Uranium ... Biological resources Agriculture Distribution Agricultural organization Industry Mining Heavy industry and engineering Chemical industries Manufacturing, lumbering, and fisheries
Ad-hoc English And Creolized Corporate Culture
both accommodation and conservatism within the two language/culture groups . While official company support for German language and culture training
http://www-writing.berkeley.edu/TESL-EJ/ej02/a.2.html

Extractions: Fachhochschule Regensburg, Regensburg, Germany Field research consisting of direct observation and interviews conducted at the plant examines the use of English as a lingua franca between Japanese and Germans. This case study reports on several interesting aspects of translingual and inter-cultural communication between the Japanese and the Germans, citing evidence of both accommodation and conservatism within the two language/culture groups. The author suggests implications for English as a Foreign Language (EFL) teaching. As is common with this type of facility, a limited number of key positions were filled by transfers from the home office; the remainder of the management, administrative staff, and all of the production workers were hired locally. Of the thirteen major managerial positions on the organizational chart, five are filled by Japanese staff: the General Manager, three senior managers (for quality control and engineering, for accounting and finance, and for production control), and one manager (for laptop engineering). The Deputy General Manager and the senior managers for manufacturing and for personnel and general affairs are German. For at least the first two and a half years of operation, there were no native speakers of English working in the plant. Only those who attended English courses had regular native-speaker input, and that was limited to ninety minutes once a week. After the plant had been in operation for over a year, a multilingual administrative assistant (a Japanese woman who has a degree in linguistics from an American university and who is married to a German) was hired locally.
Southwest Information Gateway (SIG)
This page is a good general resource. language, English The pages providegeneral information about the Pueblos and the Cultural Center including maps
http://swst.web.arizona.edu/SIG/groups.php

Extractions: Resources Title American Indian Tribes of the Southwest Description This site, hosted by the American Indian Institute at Arizona State University, provides a list of most of the American Indian tribes in the Southwest, including links to official tribal websites for many Southwestern tribal communities. Some links, however, lead not to official tribal websites, but to other (official) organizations, such as the Indian Pueblo Cultural Center in Albuquerque; other tribes have no links at all. This page is updated infrequently, so be sure to check the "last modified" date. Language English Resource Type Academic program Link http://www.asu.edu/aii/resources/tribes/southwest.htm Title Arizona Native Scene Online Description Arizona Native Scene Online provides news on indigenous issues in Arizona and the Southwest, as well as broader national news. The publication offers monthly editions and Online editions are updated during the second week of the month. Arizona Native Scene is an excellent resource for contemporary issues and events in Southwestern indigenous communities. ANS Online also provides a calendar of events, in addition to a pow-wow calendar. Visitors may use these calendars to post relevant events. The site also provides links to Phoenix area, Southwest tribal, and national indigenous resources. Language English Resource Type Newspaper/magazine Link http://www.arizonanativescene.com/
CAELC - Services - Assessment
New Center for American English language and culture. Small group conversationalpractice designed to improve the general oral production and aural
http://www.virginia.edu/provost/caelc/services.html

Extractions: CAELC administers the University of Virginia English Language Proficiency Exam at the beginning of each semester and by appointment throughout the year. The exam is used to determine the general adequacy of English language skills for various academic purposes. Any recommendations for further language study are based on the results of the exam. Incoming graduate students for whom English is a second language are required to take the exam. Faculty, research associates, and research fellows for whom English is a second language may also take the exam. In the case of a student, exam results and recommendations are forwarded to the student's advisor and dean as well as to the student. The University of Virginia English Language Proficiency Exam consists of three components: a grammar and vocabulary test, an essay, and a brief interview. The exam usually requires about two hours. Results and recommendations are available within forty-eight hours. CAELC also administers the SPEAK Test. Prospective international teaching assistants may take the exam in August, December, or May of each year. Candidates for the SPEAK Test are notified by their home academic department. Scores on the SPEAK Test are used to determine if prospective international teaching assistants require English language training before they begin their teaching assignment at U.Va.
Globalization Of Culture - Global Policy Forum - Globalization
The UNEP finds a strong link between the loss of language and cultural diversity Dr Jassim Asfour, general Secretary of the Egyptian Cultural Council,
http://www.globalpolicy.org/globaliz/cultural/

Extractions: While global economy is converging, cultures are diverging, claims conservative columnist David Brooks in this New York Times op-ed article. From conservatives in the suburban United States to Islamic extremists in Europe, people the world over are moving into self-segregating communities, enforcing their own subcultures and identities. The widening cultural differences are leading us into a period of conflict, inequality and segmentation, Brooks warns.
GlobalEDGE (TM) | International Business Resource Desk - Reference: Culture
Kwintessential language and culture Specialists This website provides cultural Topics covered include general and business culture, etiquette, money,
http://globaledge.msu.edu/ibrd/busresmain.asp?ResourceCategoryID=17
Foreign Language Lesson Plans And Resources For Teachers
The site provides links to general language resources as well as to English, Select from a variety of topics such as German language culture (Sprache
http://www.csun.edu/~hcedu013/eslsp.html

Extractions: Bonjour. The site, for students and teachers of French, offers a host of activities and resources. Casa de Joanna: Spanish Activities and Casa de Joanna: French Activities On-and off-line activities for middle and high school Spanish and French classes. Also included are lesson plans and printable worksheets. C.B. Putnam's Home Page Foreign Language Teaching on the Internet: Resources with Teaching Activities. Teaching activities and materials for French, German, Italian and Spanish classes. Cooperative Learning in Modern Languages. Pete Jones, Head of Modern Languages at the Pine Ridge Secondary School in Ontario (Canada), presents lessons useful for creating a student-centered language class. Print them out. Some will give you instant lesson plans for your next day's class. Several of the activities are available for languages other than French. Decouvrons le Canada. Pete Jones and his team of teachers has brought together close to 900 links to Canada, all in French. The site also features scavenger hunts for students based on ite various Web pages. Lesson plans and online activities for elementary, middle and high school levels. Additional resources are also included.
INSTITUTE OF LANGUAGE AND CULTURE STUDIES
The Institute offers Foreign language classes for general Education Subjects, The Institute also publishes language and culture Studies Series,
http://www.hokudai.ac.jp/catalog/02-03/f_g/03_15/03_15_209-209.html

Extractions: The Institute of Language and Culture Studies was established in 1981 with two main objectives: to teach languages and culture and to promote research in language and cultural studies. Increasingly frequent international encounters in various aspects of social and academic life make it essential to improve foreign language skills and to cultivate understanding of foreign culture. The Institute educates students with versatile communication skills and highly cultivated minds so that they can overcome cultural barriers and contribute to intercultural communication. Originally, in accordance with the former general education curriculum of the university, the Institute consisted of eight divisions, which were reorganized in 1993 into six Education Divisions and six Research Divisions. The purpose of the revision was to improve and revitalize its institutional activities by facilitating more comprehensive interdisciplinary teaching and research. The Education Divisions consist of English, German, French, Russian, Chinese, and Language and Culture, while the Research Divisions include Public Communications, International Public Relations, International Regional Culture Studies, Language and Communications, Japanese Language and Culture, Multimedia Studies. Each faculty member simultaneously belongs to one Education Division and one Research Division.
Usability News - Feature: The Impact Of Culture On Development Of User Interface
Nine of these languages belong to the Bantu language family, The fact whetherthe different cultural groups would prefer to have customized interfaces.
http://www.usabilitynews.com/news/article2583.asp

Extractions: The South African population varies greatly in terms of its cultural background, which creates a challenge for software developers and designers. For some time now, South Africans have been asking the question whether we should be developing unique interfaces for our users. Surely the goal of design is to develop products that assist the user in achieving their goals? Designers of user interfaces, should therefore carefully consider the cultural background of the user, as culture influences our thinking processes, what we do, our perception of things and the way in which we learn as well as the way in which we communicate. This is by no means an easy task, as cultures can vary even within a specific country. South Africa is a typical example of two worlds in one. On the one hand we have a first-world environment with millions of wealthy and highly educated people with mostly a Western or Oriental culture. On the other hand we have a typical third-world environment with millions of inhabitants who live on the bread line and have limited educational background and technological experience with mostly an African culture. The diversity of South Africa's population is, therefore, three-fold: in terms of culture, literacy, and wealth.
The European Commission - Directorate-General For Education And Culture
The European Commission Education and culture Directorate-general homepage . the group, of language, of the requirements and the specific interest.
http://europa.eu.int/comm/dgs/education_culture/index_en.htm

Extractions: The Socrates programme supports European cooperation in all areas of education. It helps fund a wide range of partnership and exchange schemes, including grants to study, teach, follow a training course or get work experience abroad. The programme is open to everyone in the education sector who is interested in innovative European projects and networks designed to improve teaching and learning. The Tempus programme also provides EU assistance and cooperation in higher education with Central and Eastern European countries, the Balkans, former Soviet Union countries and Mongolia, helping to consolidate economic reform and democracy.
MKI Keywords
language Literature Geography Geographic locations Other Sciences Cultural influence culture Ethnic groupsgeneral Ethnic groupsGermanspeaking
http://csumc.wisc.edu/mki/mkisources/MKI_keywords.htm
CMHS Programs: Emergency Mental Health - Role Of Culture
particular culture vary considerably from general norms within that culture.Also, a group s culture is continually evolving, based on interaction with
http://www.mentalhealth.samhsa.gov/cmhs/EmergencyServices/culture.asp

Extractions: Traumatic Stress As a teacher, you no doubt recognize the importance of understanding and appreciating cultural differences and similarities within racial and ethnic groups. Recognizing these differences and similarities can be especially important when helping children to recover from a disaster. To be effective in the classroom, it is helpful to learn the skills that enable you to interact with persons of other cultures in ways that demonstrate knowledge, respect, and sensitivity.
Rhode Island-Japan Society Home Page - Fall 1998
Rhode IslandJapan Society s language and Cultural Center general and ContactInformation. For over 13 years, the Japan language and Cultural Center has
http://users.tmok.com/~tumble/japsoc.html

Extractions: For over 13 years, the Japan Language and Cultural Center has been serving the needs and interests of the Rhode Island Japanese community as well as those with interest in learning more about Japanese language and culture. The Rhode Island Japan Society sponsors various cultural events local to Rhode Island, as well as participating in events all over New England. Language classes are offered regularly from basic levels up to intermediate and advanced. Cultural classes on Japanese sweets making, oragami, shiatsu and more are periodically offered as well as group trips and potluck dinners. Non-Japanese speaking people are always welcome at all events, interest is the only requirement!.
Programs In Paris - SAO
French language culture in Paris All students will enroll in an intensiveFrench language course (French 103 or 104) and in the Contemporary France
http://www.uic.edu/depts/spec_prog/studyabroad/program/Paris/paris.html

Extractions: Why Paris? Paris, France Program Description June 2 - July 17, 2005 This program is sponsored by the Department of Spanish, French, Italian, and Portuguese, the Institute for the International Education of Students, and the UIC Study Abroad Office, and is designed for intermediate students of French who are interested in pursuing intensive language study. The program will be hosted by IES, the Institute for the International Education of Students. The IES Paris center is located on the rue Daguerre, one of the city's oldest market streets near the Montparnasse train station and within walking distance of the Latin Quarter. Courses/Credit All students will enroll in an intensive French language course (French 103 or 104) and in the Contemporary France course. All courses taught in Paris will follow the syllabi used at UIC. Four credits will be granted for the French language course and three credits will be granted for the Contemporary France course. The Contemporary France course will be taught in English. Students will earn seven semester hours of UIC credit, 4 credits for FR 103 or FR 104, and 3 credits for the Contemporary France course.
Spanish Language, Literature, Linguistics, And Culture Program-SAO
in Spanish language, linguistics, literature and culture, and Catalan. The Program arranges group tours to important cities in Catalunya and to such
http://www.uic.edu/depts/spec_prog/studyabroad/program/spain/spain.html

Extractions: Why Barcelona? The University of Illinois at Urbana-Champaign (UIUC) and Chicago (UIC), and the University of California conduct a program that offers a year of intensive study of Spanish language, literature, linguistics, and culture The program provides an opportunity to live in a modern western country with a diverse linguistic and ethnic heritage, a rich and varied culture, and an ancient history (e.g., the Altamira Caves in northwest Spain date back to approximately 15,000 B.C.). One of Gaudi's creatures The Program carries academic credit comparable to 2 semesters, plus a summer.The Program Director in Spain is a faculty member from either the University of Illinois or the University of California. Program Description Participants are housed in a private college during the first five weeks of the program. The first week, devoted to cultural orientation and sightseeing, is followed by four weeks of study in an Intensive Language Program (ILP), which includes a review of grammar, conversation, Hispanic literature, and contemporary history and culture, as well as an introduction to Catalan. The ILP carries 4 hours of credit. For the academic year proper, students select their coursework from "Core" courses arranged by the Program and from regular courses offered by the University of Barcelona. A normal load is 12 to 15 hours per semester. For detailed information, click here LOCATION Barcelona COURSES The core curriculum is offered to enhance a student's abilities in Spanish language, linguistics, literature and culture, and Catalan. The following courses are arranged by the Program but taught by faculty from the University of Barcelona. They meet for 3 hours per week, for 15 weeks.
Internet Public Library: Ethnicity, Culture, And Race
Of or relating to sizable groups of people sharing a common and distinctive Learn to say hello in over 30 different languages, plus find links to
http://www.ipl.org/div/subject/browse/soc40.00.00/

Extractions: Education ... Ethnicity, Culture, and Race This collection All of the IPL Advanced Of or relating to sizable groups of people sharing a common and distinctive racial, national, religious, linguistic, or cultural heritage. You can also view Magazines Associations on the Net under this heading. Center for the Study of Political Graphics http://www.politicalgraphics.org/
Understand And Respect Cultural Differences
Anything less ensures that many ethnic and language minority students will continueto fall The concern is that general knowledge about cultural group
http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk27.htm

Extractions: Zeichner (1995) emphasizes that teachers must respect the cultural backgrounds of their students: Teachers, who essentially become researchers of their students and their students' communities (Health, 1983; Moll, 1992), then adjust their classroom practices to make the local cultural community the baseline for curriculum and instruction. Garcia (1993) identifies three ways in which successful teachers of culturally and linguistically diverse students do this: (1) by using cultural referents in both verbal and nonverbal forms to communicate instructional and institutional demands; (2) by organizing instruction to build on rules of discourse from the home and community cultures; and (3) by showing equal respect to the values and norms of the home and community cultures and those of the school culture." (pp. 41-42) References Content and general comments: info@ncrel.org Technical information: pwaytech@contact.ncrel.org

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