Mind–body connections during intercultural conversations

Introduction: Developing the Chinese organization and management.- Enterprises and the social environment.- Enterprise and government.- The growth path of entrepreneurs.- Organizational and institutional building of enterprises.- Corporate culture.- The survival wisdom of middle managers.- Employee characteristics and management.- The relationships between employees and organizations.- Interpersonal communication and conflict resolution.- Work teams in enterprises.- When the East meets the West: a retrospect on China's negotiations with foreigners.- Postscript.

Based on various sources, according to which non-verbal communication is a form of expression through body language, one can say that physical education is one of the fields in which the relevance of this type of communication is a sine qua non condition in interpersonal relationships. Non-verbal communication contributes to the promotion of an active education, based on collaboration, on stimulating the common interests and promoting interdependence, interrelations between the participants in this process. The research started from the idea that using interpersonal communication in high-school education, one could stimulate a quality instructive-educational process. Research hypothesis By knowing how to approach, during the physical education lesson, the forms and functions of non-verbal communication, one can make improving interventions, in the sense of capitalizing on them, for the benefit of the high-school instructive process. The research consisted of a sociological approach, using an organized inquiry on a target group of 50 pupils from the Mangalia Economic College, county of Constanta. As a result of this sociological intervention, it can be said that during the communication process of certain implicit contents, such as the motor content that is specific to the school instructive-educational process, the role played by non-verbal forms is very important.

This study identified intercultural conversational competencies for Mexican Americans, Black Americans and White Americans which were compared and contrasted with previously identified intracultural competencies. Members of each culture group described behaviors which were appropriate inappropriate as well as cognitive and behavioral consequences in recalled conversations with acquaintances. Members of each culture group were found to share general rules with other groups, such as concerns for politeness and role fulfillment, but many more differences emerged. Mexican Americans emphasized relational climate more frequently than the other groups, Black Americans emphasized individuality in politeness and expression and White Americans showed a marked emphasis on verbal content. For the most part, rules for conversing with members of one's own group were different from rules for intercultural conversations with the general exception of Mexican Americans, who perceived similar rules in intracultural and intercultural conversations.

STUDY ON THE RELATIONSHIP BETWEEN REARING STYLE, INTERPERSONAL COMMUNICATION ABILITY AND EMOTION REGULATION OF JUNIOR MIDDLE SCHOOL STUDENTS WITH HEARING IMPAIRMENT

Intercultural and multilingual communication has become a necessity for all institutions in the age of globalization and transculturation. Higher-education institutions are no exceptions to this, mainly due to increasing contact with universities and other institutions at the international level, student and teaching staff mobility, and exchange of knowledge and experience. Intercultural communication in universities includes not only national cultures of respective parties, but also educational and even legal cultures. Higher-education institutions are required to manage multilingual and intercultural communication effectively, undoubtedly with the help of translation. Today, in most higher-education institutions in Turkey, academics employed in foreign-language departments are responsible for translation work, i.e. intercultural communication. This paper mainly focuses on the role of academics as translators in the management of intercultural communication in higher-education settings. The paper first draws attention to the increasing need for intercultural and multilingual communication in higher education. It then explores the translator’s role, power, responsibility and limitations in achieving intercultural communication in higher-education institutions.

PurposeGiven these potential negative consequences, it is important to determine how the unanticipated Covid shock affected labour market outcomes of recent immigrants, and whether it had a disproportionately negative effect relative to the Canadian-born, especially for immigrants in the low-level occupations and in the industries that are hard hit by the pandemic. That is the purpose of this analysis and is a main contribution to the literature.Design/methodology/approachWe use the LFS data and a conventional Difference-in-Difference (DiD) equation to estimate the differential effects of the COVID-19 lock-down on recent immigrants’ labour market outcomes including employment, actual hours of work and wages, compared to the comparable Canadian-born.FindingsOur DiD analysis indicates that Covid-19 had a disproportionately adverse effect on the employment of recent immigrants relative to the Canadian-born and this was especially the case in lower-level occupations and in industries hard hit by the pandemic. The effects of Covid on hours worked for those who remained employed were modest as were the differential effects for recent immigrants. Covid was associated with higher wages for recent immigrants who remain employed relative to their Canadian-born counterparts, and this is especially the case for recent immigrants in lower-level occupations and hard-hit industries.Research limitations/implicationsThe substantial adverse effect of Covid on the employment of recent immigrants, both absolutely and relative to their Canadian-born counterparts, has important implications for the assimilation of immigrants into the Canadian labour market. The fact that this adverse effect is disproportionately felt by recent immigrants in lower-level occupations has equity implications. The fact that the adverse effect is disproportionately felt by recent immigrants in industries hard-hit by the pandemic highlights the double whammy of being in hard-hit sectors with above-average reductions in their employment rate and having their employment probabilities disproportionately reduced in those sectors.Practical implicationsIn addition to recognizing foreign skills, enhancing the skills of recent immigrants can also increase their employability and earnings. Given the growth of the knowledge economy such important skills include core ones in such areas as communication, socio-emotional, digital and basic literacy and numeracy skills, as well as soft skills such as those related to interpersonal relationships, leadership, communication, conflict resolution, teamwork and time management. Assessing the skills of recent immigrants and providing timely and local labour market information (LMI) as well as mentoring, training and information on Canadian workplace cultural norms can also help match the skills of recent immigrants with employer needs.Social implicationsDisruption in the labour market assimilation of immigrants can inhibit them from earning their living and contributing to tax revenues and lead them to “have-nots” in receipt of transfer payments. Dependency on transfer payments can foster backlashes and the polarization and xenophobia associated with immigrants. Negative labour market experiences for immigrants can contribute to long-lasting downward career mobility and talent waste that can inhibit the ability of Canada to compete for international talent. It can lead to a legacy of longer run even intergenerational negative effects in various dimensions. Clearly this issue merits policy attention.Originality/valueOur study utilizes DiD analysis to provide causal estimates of the differential impact of Covid-19 on three outcomes: employment, hours and hourly wages. Comparisons are made for recent immigrants relative to comparable Canadian-born persons prior to the pandemic, and the differential effect of the pandemic on recent immigrants relative to the Canadian-born. A main contribution to the literature is that it also does the comparisons in a separate intersectional fashion for individuals who are in lower-level and higher-level occupations as well as in industries that are low-hit and hard-hit by the pandemic.

In order to compare the effects of direct versus vicarious experience in conflict resolution, an actor-subject played a Prisoner's Dilemma game, while an observer-subject observed his responses and their consequences. Each then played a subsequent, private test game against a new opponent. In all three games, the simulated opponents played a tit-for-tat strategy which reinforces cooperation and punishes competition. Thus, the proportion of cooperative responses made is a measure of how frequently the subject produced the reinforced response. Observers tend to respond more cooperatively than actors in the test game, particularly if the first game was marked by high degrees of mutual competition. The results were explained by assuming that an actor is more highly motivated than an observer and has greater difficulty acquiring a new response. A speculative attribution theoretical account was offered to explain this effect The findings demonstrate that vicarious experience (observing) is superior to direct experience (participating) for the production of appropriate responses for reduction of interpersonal conflict.

Contents: Preface. Part I: Studying -- Doing Research. D.W. Stacks, M.B. Salwen, Integrating Theory and Research: Starting With Questions. S.H. Chaffee, Thinking About Theory. M.J. Beatty, Thinking Quantitatively. J.A. Anderson, Thinking Qualitatively: Hermeneutics in Science. Part II: Mass Communication Approaches and Concerns. B.S. Greenberg, M.B. Salwen, Mass Communication Theory and Research: Concepts and Models. P.J. Shoemaker, Media Gatekeeping. M. McCombs, T. Bell, The Agenda-Setting Role of Mass Communication. N. Signorielli, M. Morgan, Cultivation Analysis: Research and Practice. C. Gaziano, E. Gaziano, Theories and Methods in Knowledge Gap Research Since 1970. J.D. Rayburn, II, Uses and Gratifications. C.T. Salmon, C.J. Glynn, Spiral of Silence: Communication and Public Opinion as Social Control. R.L. Stevenson, International Communication. J. Bryant, D. Zillmann, Violence and Sex in the Media. E. Thorson, Advertising. Part III: Human Communication Approaches and Concerns. J.C. McCroskey, V.P. Richmond, Human Communication Theory and Research: Traditions and Models. W.R. Fisher, S.D. O'Leary, The Rhetorician's Quest. M.D. Miller, T.R. Levine, Persuasion. C.R. Berger, Interpersonal Communication. E. Nieva, M. Hickson, III, Modeling Cultures: Toward Grounded Paradigms. T. Steinfatt, D.M. Christophel, Intercultural Communication. B. Goss, Intrapersonal Communication. A.S. Ebesu, J.K. Burgoon, Nonverbal Communication. R. Hirokawa, A.J. Salazar, L. Erbert, R.J. Ice, Small Group Communication. B.J. Allen, P. Tompkins, S. Busemeyer, Organizational Communication. Part IV: Integrated Approaches to Communication. K.K. Reardon, E.G. de Pillis, Multichannel Leadership: Revisiting the False Dichotomy. E.M. Rogers, A. Sing

In recent years the traditional approach to common ground as a body of information shared between participants of a communicative process has been challenged. Taking into account not only L1 but also intercultural interactions and attempting to bring together the traditional view with the egocentrism-based view of cognitive psychologists, it has been argued that construction of common ground is a dynamic, emergent process. It is the convergence of the mental representation of shared knowledge that we activate, assumed mutual knowledge that we seek, and rapport as well as knowledge that we co-construct in the communicative process. This dynamic understanding of common ground has been applied in many research projects addressing both L1 and intercultural interactions in recent years. As a result several new elements, aspects and interpretations of common ground have been identified. Some researchers came to view common ground as one component in a complex contextual information structure. Others, analyzing intercultural interactions, pointed out the dynamism of the interplay of core common ground and emergent common ground. The book brings together researchers from different angles of pragmatics and communication to examine (i) what adjustments to the notion of common ground based on L1 communication should be made in the light of research in intercultural communication; (ii) what the relationship is between context, situation and common ground, and (iii) how relevant knowledge and content get selected for inclusion into core and emergent common ground.

This chapter argues that the main difference between intracultural and intercultural communication is that the latter, to some extent, shifts the emphasis from the communal to the individual. What standard pragmatics assumes about how things work in communication depends on there being commonalities, conventions, standards, and norms between speakers and hearers. This, however, may not be exactly so in intercultural communication. Commonalities, conventions, common beliefs, norms, shared knowledge, and the like, all create a core common ground on which intention and cooperation-based pragmatics is built. (Of course, there are plenty of varieties within those commonalities.) However, when this core common ground appears to be limited, as is the case in intercultural communication, interlocutors cannot take it for granted; rather they need to co-construct it, at least temporarily. So what is happening here is a shift in emphasis from the communal to the individual. It is not that the individual becomes more important than the societal. Rather, since there is limited common ground, it should be created in the interactional context in which the interlocutors function as core common ground creators rather than just common ground seekers and activators as is the case in intracultural communication.

This paper conceptually discusses why it is essential to foster intercultural responsiveness through learning a language other than English (LOTE) and developing intercultural communication competence at Australian universities. Learning a LOTE is meaningful and helps second language learners develop social skills and cognitive competence, understand the linguistic system of the LOTEs, and sense differences between their home language/culture and target language/culture, and then pave the way to developing intercultural communication competence. However, a LOTE as a compulsory unit has little presence in Australian university curricula. No Australian universities require that students need to learn a LOTE to meet the course requirements. Learning a LOTE is conducive to both bilingual/multilingual and intercultural communication competence development. Furthermore, most current work studies intercultural verbal communication competence more than intercultural nonverbal communication competence. While intercultural verbal communication is audio-oriented, voiced, and externalized with open messages, intercultural nonverbal communication is visually oriented, silent, and internalized with hidden cues. Only when both components are considered can people achieve effective intercultural communication. The implications for learning a LOTE and developing intercultural communication competence are discussed.

Little is known about the psychosocial care of older people presenting to the emergency department (ED), or whether their psychosocial well-being during and after an ED admission can be enhanced. People over the age of 65 years experiencing psychosocial distress and mental health concerns have higher rates of ED admission than those without. As part of a larger mixed-methods study investigating the relationships between older people's psychosocial well-being and emergency care, this study aimed to explore the experiences of older people in ED and their influence on patient psychosocial well-being. Participants aged 65 years or older receiving care in a large Australian public hospital ED were invited to participate in a telephone interview soon after discharge. Interviews were audio recorded and transcribed. Transcripts were analysed thematically. Eleven people (five women) aged 68-87 years participated in semi-structured interviews. Analyses revealed three overarching themes: 'interpersonal interactions', 'quality of care' and 'physical environment'. The theme 'interpersonal interactions' had two subthemes: 'communication' and 'human contact'. The three subthemes of 'quality of care' were 'appropriate care', 'psychological care' and 'unmet needs'. Physical environment referred to participant impressions of the ED setting. We found that staff sensitivity in their interactions with patients and their efforts to promote patients' physical comfort and protect their privacy influenced the psychosocial well-being of older adults in the ED. Based on the findings, we present a set of recommendations for enhancing the psychosocial care of older adults during ED admission.

This study explored the role of acculturation and bicultural identity processes in the interpersonal conflict resolution preferences of monoculturals (Koreans and European Americans) and biculturals (Korean Americans). Koreans and European Americans differed in their conflict resolution styles in a manner congruent with individualism-collectivism theory. Korean Americans displayed a complex bicultural pattern of conflict resolution: They endorsed “competing” (a traditionally individualistic style) more than Koreans and similar to European Americans, while also endorsing “avoidance” (a traditionally collectivistic style) more than both European Americans and Koreans. The authors discuss the results in light of biculturalism and cultural encapsulation theories.

1. Why study language and intercultural communication?, 2. The history of the study of language and intercultural communication, 3. Culture and the primary socialization process, 4. Language, communication, culture, and power in context, 5. Language and nonverbal intercultural communication, 6. Language and identity in intercultural communication, 7. Ethnocentricism and Othering: Barriers to intercultural communication, 8. Intercultural transitions: From language and culture shock to adaptation, 9. Intercultural interpersonal relationships, 10. Managing language and intercultural conflict, 11.Language and intercultural communication in the global workplace, 12. Global citizenship and intercultural (communicative) competence

Understanding children and ourselves: Teachers' reflections on social development in the classroom