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1272ebook download (eBook PDF) An Introduction to Intercultural Communication: Identities in a Global Community 9th Edition all chapter
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Detailed Contents
About the Author
Preface
Acknowledgments
PART 1. Culture as Context for Communication
©iStockphoto.com/FatCameraCHAPTER 1. Defining Culture
and Communication
Sources of Identity
Religion and Identity
National Identity
Class and Identity
Gender and Identity
Race, Skin Color, and Identity
Civilization and Identity
Culture
Subculture
Ethnicity
Co-Culture
American Indians
Subgroup
Microculture
Communication
Cultural Definitions of Communication
Confucian Perspectives on Communication
Western Perspectives on Communication
The Media of Intercultural Communication
Human Couriers and Intermediaries
Telephone
Internet
Social Media
Summary
Discussion Questions
Key Terms
Note
Readings
©iStockphoto.com/itchySanCHAPTER 2. Barriers to
Intercultural Communication
Anxiety
Assuming Similarity Instead of Difference
Ethnocentrism
Stereotypes and Prejudice
Stereotypes
Negative Effects on Communication
Case Study: Asian-Americans
Prejudice
Racism
White Privilege
Case Studies
The Roma
Japan and Korea
Extended Case Study of Intercultural Communication
Barriers: China and the United States
Anxiety
History
Economy
Population
Regional Differences
Assuming Similarity Instead of Difference
Air Space
South China Sea
Broadcast Media and the Internet
Ethnocentrism
Status of Taiwan
Tibet
Human Rights and Free Speech
Stereotypes and Prejudice
Energy and Sustainability
Economic Issues
Summary
Discussion Questions
Key Terms
Readings
PART 2. Communication Variables
Frank Bienewald/LightRocket/Getty ImagesCHAPTER 3.
Context, Perception, and Competence
High Versus Low Context
The Concept of Face
Perception
Sensing
Effect of Culture on Sensing
Perceiving
Selection
Japanese/English Difficulties With Speech
Sounds
Organization
Grouping Like Objects Together
Interpretation
Dogs as Pets or as Food
Weather Vane as Christian Cross
Case Study: Airport Security
Intercultural Communication Competence
Third Culture
Multiculturalism
Postethnic Cultures
Intercultural Communication Ethics
Summary
Discussion Questions
Key Terms
Note
Readings
©iStockphoto.com/STUDIOGRANDOUESTCHAPTER 4.
Nonverbal Communication
Nonverbal Behaviors
Nonverbal Communication Functions
Types of Nonverbal Communication
Proxemics
Territoriality
Kinesics
Chronemics
Paralanguage
Silence
Haptics
Artifactual Communication
Olfactics
Knowing Culture Through Nonverbal Messages
Case Study: The Wai in Thailand
Nonverbal Misinterpretations as a Barrier
Case Study: Korean-American Neighborhood
Businesses
Summary
Discussion Questions
Key Terms
©iStockphoto.com/robyvannucciCHAPTER 5. Language as a
Barrier
Sapir-Whorf Hypothesis
Development of the Hypothesis
Vocabulary
Grammar and Syntax
Criticisms of the Sapir-Whorf Hypothesis
Linguistic Relativism
Case Study: Arabic and the Arab Culture
Translation Problems
Vocabulary Equivalence
Idiomatic Equivalence
Grammatical-Syntactical Equivalence
Experiential Equivalence
Conceptual Equivalence
Human and Machine Translators
Pidgins, Creoles, and Universal Languages
Pidgins
Creoles
Esperanto
Language as Nationalism
Kiswahili in East Africa
The Spread of English
India
South Africa
Australia and New Zealand
Canada
United States
Summary
Discussion Questions
Key Terms
Readings
PART 3. Cultural Values
©iStockphoto.com/valentinrussanovCHAPTER 6. Dimensions
of Nation-State Cultures
The Hofstede Dimensions
Individualism Versus Collectivism
Case Study: Singapore
Masculinity Versus Femininity
Power Distance
Uncertainty Avoidance
Long-Term Versus Short-Term Orientation
Indulgence Versus Self-Restraint
Environmental Sustainability
The Trompenaars and Hampden-Turner Dimensions
Case Study: Japan as a Homogeneous Culture
Geography and History
Population and Economy
Cultural Patterns
Summary
Discussion Questions
Key Terms
Readings
©iStockphoto.com/kreicherCHAPTER 7. Dominant U.S.
Cultural Patterns Using Value Orientation Theory
Origins of U.S. Cultural Patterns
Pre-16th-Century Indigenous Americans
European Enlightenment
Regional Differences Resulting From Immigration
Forces Toward the Development of a Dominant Culture
Value Orientation Theory
What Is a Human Being's Relation to Nature?
The Individual-and-Nature Relationship
Science and Technology
Materialism
What Is the Modality of Human Activity?
Activity and Work
Efficiency and Practicality
Progress and Change
What Is the Temporal Focus of Human Life?
What Is the Character of Innate Human Nature?
Goodness
Rationality
Mutability
What Is the Relationship of the Individual to
Others?
Individualism
Self-Motivation
Social Organization
Popular Acceptance of Dominant U.S. Cultural Patterns
Forces Toward the Development of Regional Cultures
The New Regions
Social Class
Summary
Discussion Questions
Key Terms
Note
Readings
Marco Di Lauro/Getty ImagesCHAPTER 8. Religion and
Identity
Hinduism
Buddhism
Japan
Christianity
Islam
Muhammad, the Prophet
The Qur'an
Religious Practices
The Arab States
Saudi Arabia
Geography
Discovery of Oil
Ruling Saud Family and Conservative
Wahhabism
Media
Regional Instability
Dominant Cultural Patterns
Human Being–Nature Orientation
Activity Orientation
Time Orientation
Human Nature Orientation
Relational Orientation
Role of Women
Communication Barriers
Summary
Discussion Questions
Key Terms
Readings
Theo Wargo/Getty ImagesCHAPTER 9. Culture and Gender
Status of Women
United Nations Studies
World Economic Forum Study
Health and Survival
Educational Attainment
Economic Participation and Opportunity
Political Participation
Comparison of Individual Countries and Areas
Nordic Countries
Mexico
China
Japan
South Korea
India
Sub-Saharan Africa
Arab States
Marriage
Family Units
Nonbinary Gender Identities
Examples
Cultural Status
Gender Expression and Communication
Summary
Discussion Questions
Key Terms
Readings
PART 4. Cultures Within Cultures
SAUL LOEB/Getty ImagesCHAPTER 10. Immigration and
Acculturation
A World of Migration
Immigration and National Identity
Israel
Europe
Muslim Immigration
Refugees
Brazil
First Wave
Second Wave
Third Wave
Recent Immigration
United States
Colonial Policies on Immigration
U.S. Policies on Immigration
Contributing Countries Prior to 1800
Contributing Countries Since 1800
Immigration and Individual Identity
Culture Shock
Stages of Culture Shock
Symptoms
Reverse Culture Shock
Predictors of Acculturation
Effect of Media and Transportation Advances
Categories of Acculturation
Summary
Discussion Questions
Key Terms
Readings
Jonathan Bachman/Getty ImagesCHAPTER 11. Cultures
Within Cultures
Marginalization: The Hmong
History
Cultural Patterns
Separation: Koreans in Russia
Separation: The Amish
History
Diversity Among the Amish
Values
Worldview
Activity Orientation
Human Nature Orientation
Relational Orientation
Indigenous Cultures
Assimilation: United States
Melting Pot Concept
Integration: United States
English-Speaking Cultures
Spanish-Speaking Cultures
Hispanic Culture Within the U.S. Culture
Values
Cultural Identity and Media
Print
Radio
Television
Spanish-Language Internet and Social Media
Spanish Language and Marketing
Summary
Discussion Questions
Key Terms
Readings
©iStockphoto.com/kali9CHAPTER 12. Identity and
Subgroups
Argot
Specialized Vocabulary
Argot and Subgroup Identity
Argot and Subgroup Boundaries
Argot and Meaning
Subgroup Media and Values
Examples of Subgroups
British Punk
Corporate Cultures
Case Study: Southwest Airlines
Case Study: Google
Homosexuality Worldwide
Attitudes About Homosexuality and Same-Sex
Marriage
Cultural Bases for Attitudes
Sexual Orientation as a Basis for Subgroups
Sexual Orientation and Othering
Consequences of Othering
Media and Othering
Rejecting All Labels
From Separation to Assimilation
Evidence of Separate Status
Integration or Assimilation of Subgroups
Summary
Discussion Questions
Key Terms
Readings
PART 5. Applications
©iStockphoto.com/DannCardiffCHAPTER 13. Contact
Between Cultures
Colonialism
Hawai'i
Australia
Cultural Imperialism
Development Communication
Opinion Leadership and Change Agents
Adopters
Change Agent Ethics
Case Study: Quality Circles
Case Study: Vietnamese Nail Technicians
Cultural Icons
Cultural Hegemony
Japanese Icon in Mexico
U.S. Cultural Icons
Coca-Cola®
Disney
McDonald's
KFC
SPAM®
Nike
Adapting the Message
Case Study: Marketing Gerber Baby Foods
Worldwide
Case Study: Religious Missionary Work in New
Guinea
Adapting U.S. Icons
Summary
Discussion Questions
Key Terms
Readings
© iStockphoto.com/porcorexCHAPTER 14. Future
Challenges
Religion
Class
Gender
Race, Skin Color, and Ethnicity
Civilization
Nation
Threats to Culture
Threats to the Environment
Threats From Immigration
The Promise of New Media
A Final Word
Summary
Discussion Questions
Readings
Glossary
References
Index
About the Author
Fred E. Jandt
Fred E. Jandt was born of second-generation German immigrants in
the multicultural south-central region of Texas. After graduating from
Texas Lutheran University and Stephen F. Austin State University, he
received his doctorate in communication from Bowling Green State
University. He has taught and been a student of intercultural
communication for more than 40 years, developing his experience
through travel and international training and research projects. While
professor of communication at The College at Brockport, State
University of New York, his reputation as a teacher led to his
appointment as SUNY's first director of faculty development. He has
retired as professor and branch campus dean after having been named
outstanding professor. He has also been a visiting professor at Victoria
University of Wellington, in New Zealand. He has extensive experience
in the areas of intercultural and international communication,
negotiation, mediation, and conflict management. He was one of the first
scholars to introduce the study of conflict to the communication
discipline with his text Conflict Resolution Through Communication
(Harper & Row, 1973). He has subsequently published many other titles
in this area, including the successful trade book Win-Win Negotiating:
Turning Conflict Into Agreement (Wiley, 1985), which has been
translated into eight languages, and a casebook on international conflict
management, Constructive Conflict Management: Asia-Pacific Cases
(SAGE, 1996) with Paul B. Pedersen. For several years, he conducted
the training workshop “Managing Conflict Productively” for major
corporations and government agencies throughout the United States.
Jandt continues to train volunteers who are learning to become
mediators in the California justice system and serves as an elected
trustee of the Desert Community College District.
Preface
Why Study Intercultural Communication?
When a student asks, “What is this class about?” I have two answers. If it's a
short hallway conversation I say something like “to learn to become a more
effective communicator with peoples of diverse cultural backgrounds.” If we
have time for a sit-down discussion, I start by talking about identities—the
identities each of us accepts to be known by in the world. We then discuss
what goes with that identity—everything from what we wear, to the language
we speak, to the values we use to guide our behavior. It then becomes
obvious that diverse identities can be at the root of many communication -
barriers. At this point students see the broader challenges and raise the issues
of immigration, treatment of women, clash of religions and terrorism,
corporate influence over local cultures, and countries exerting unwelcome
influence over other countries.
The core objectives of this book have not changed with the ninth edition: We
continue to promote the skills of intercultural competence by developing an
understanding of cultures to better appreciate the opportunities and
challenges each culture presents to its people, developing a better
understanding of how people become who they are, becoming less threatened
by those of different backgrounds, and becoming better able to select and
perform communication behaviors appropriate to various settings.
What I strive to do is to provide information that is balanced and up-to-date
in a manner that is accessible and interesting. It has been my objective from
the first edition of this book to make it readable, engaging, and thought
provoking while at the same time flexible enough to support individual -
instructors' approaches to the content theories.
Focus on Skills boxes that challenge students to apply the key concepts
they have learned in each chapter to a “real-life” intercultural
communication scenario
Focus on Technology features that explore contemporary examples of
intercultural communication on the Internet, social media, and mobile
devices
Focus on Theory boxes that call students' attention to communication
theories
Focus on Culture features, which help students understand cultural
practices within their own and other cultures
Global Voices boxes that use brief, provocative quotes to introduce
students to a range of perspectives on global intercultural
communication
Learning Objectives at the start of each chapter that identify what
students should expect to know or be able to do after engaging with the
chapter material
Charts, graphics, and photos that convey information in a visually
engaging way
Maps that help readers better understand the geographical and cultural
locales discussed
Case studies of specific cultures that connect key concepts to real-world
examples
Discussion Questions that spark in-class conversation and encourage
students to reflect critically on what they have learned in each chapter
Glossary with Key Terms highlighted in each chapter
Readings at the end of each chapter that connect the chapter to
resources in Intercultural Communication: A Global Reader, which may
be used alongside this text
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The shaft, however, was never built. Screw propulsion was just
coming into use; the design of the vessel was changed, and the
whole scheme lapsed. A year or so later, M. Schneider, the French
iron master of Creuzot, and his engineer, M. Bourdon, visited
Bridgewater while Nasmyth happened to be away. Mr. Gaskell, after
taking them about the plant, showed them the Scheme Book and
pointed out the sketch of the hammer, telling them of the purpose for
which it was intended. They were impressed with it and took careful
notes and sketches of its details. Nasmyth was informed of their visit
upon his return, but knew nothing of their having taken sketches of
the hammer.
In 1842 Nasmyth visited France, and was cordially received at
Creuzot and shown about the works. “On entering,” he writes, “one
of the things that particularly struck me was the excellence of a large
wrought-iron marine engine single crank, forged with a remarkable
degree of exactness in its general form. I observed also that the
large eye of the crank had been punched and drifted with
extraordinary smoothness and truth. I inquired of M. Bourdon ‘how
that crank had been forged?’ His immediate reply was, ‘It was forged
by your steam hammer!’... He told me ... that he had taken careful
notes and sketches, and that among the first things he did after his
return to Creuzot was to put in hand the necessary work for the
erection of a steam hammer.... M. Bourdon conducted me to the
forge department of the works, that I might, as he said, ‘see my own
child’; and there it was, in truth—a thumping child of my brain.”[100]
Fortunately it was still time to save his patent rights. He moved
rapidly and in June, 1842, two months after his visit to Creuzot, a
patent was obtained.[101]. The steam hammer soon found its way
into all the large shops of the world and greatly increased Nasmyth’s
already comfortable fortune. Nasmyth transferred his United States
patent to S. V. Merrick of Philadelphia, who introduced the hammer
into the American iron works.
[100] Ibid., pp. 246-247. The self-acting valve motion for the steam
hammer was invented by Mr. Wilson, when Nasmyth was absent on
business. Wilson was manager at Patricroft and later became a partner. It
was much used for a time but with the advent of balanced piston-valves the
hand-operated gear supplanted it. Nasmyth’s invention of the hammer was
denied by M. Schneider in 1871. For fuller discussion of the history of this
hammer see London Engineer, May 16, 1890, and a pamphlet by T. S.
Rowlandson, entitled “History of the Steam Hammer.” Manchester, 1866.
[101] No. 9382, June 9, 1842.
The first step, the production of true plane surfaces, made while
he was at Maudslay’s, was, we are told, a self-imposed task. The
method of producing these, three at a time, is generally credited to
Whitworth. We have already quoted Nasmyth’s statement that the
method was in use at Maudslay’s and that it was “a very old
mechanical dodge.” While this is probably true, Whitworth
contributed something to the method, which very greatly increased
the accuracy of the product. The writer is inclined to believe that that
element was the substitution of hand scraping for grinding in the final
finishing operations. Whitworth’s paper, read before the British
Association for the Advancement of Science at Glasgow in 1840,
indicates this, although it does not say so directly. In this paper he
specifically points out the reason why planes should not be finished
by grinding them together with abrasive powder in between; namely,
that the action of the grinding powder was under no control, that
there was no means of securing its equal diffusion or modifying its
application and localizing its action to the particular spot which
needed it. Holtzapffel confirms this view, saying, in 1847: “The entire
process of grinding, although apparently good, is so fraught with
uncertainty, that accurate mechanicians have long agreed that the
less grinding that is employed on rectilinear works the better, and Mr.
Whitworth has recently shown in the most satisfactory manner,[103]
that in such works grinding is entirely unnecessary, and may, with
the greatest advantage be dispensed with, as the further prosecution
of the scraping process is quite sufficient to lead to the limit of
attainable accuracy.... The author’s previous experience had so fully
prepared him for admission of the soundness of these views, that in
his own workshop he immediately adopted the suggestion of
accomplishing all accurate rectilinear works by the continuance of
scraping, to the entire exclusion of grinding.”[104]
[103] Referring to the paper before the British Association, 1840.
[104] “Turning and Mechanical Manipulation,” Vol. II, p. 872.
Under the act of 1750, the importation rose to about 3250 tons, 94
per cent of which still came from Maryland, Virginia and
Pennsylvania. Practically all the iron produced in New England was
used there, for, despite the repressive measures from the mother
country, small local manufacturing enterprises, “moonshine iron
works,” were constantly cropping up. The iron supply of New
England came at first from the bog ores in eastern Massachusetts
and Rhode Island. By 1730-1760 better mines were opened at
Salisbury, Conn., and in Orange County, New York, so that the
production of iron in the bog-ore regions gradually dwindled.
The Revolution terminated British legislative control over the trade
and manufactures of America. The war itself furnished a market for
supplies for the army, and the manufacture of cannon and guns was
active. Many of these factories were ruined by the flood of imports
which followed the Revolution. In 1789 the present Federal
Government replaced the ineffective Confederation, which had left to
the separate states the duty of protecting their manufacturing
interests, and a tariff was placed upon manufactured articles. Freed
from the old restrictions, and with foreign competition largely
precluded, manufacturing industries began to spring up on every
hand.
A third cause contributed to rapid development at this time. An
enormous production of cotton followed Whitney’s invention of the
cotton gin in 1792, and the South, which had never been a
manufacturing community, furnished both a source of supply and a
rich market, easily accessible by coastwise trade. The beginnings of
New England’s manufacturing industries are closely identified with
the rise of the American cotton crop, and most of the first machine
shops were developed to manufacture textile machinery.
England, who seems to have blundered whenever she legislated
on early American trade, made one more serious mistake. In 1785
Parliament passed a stringent law, with severe penalties, to stop the
emigration of all mechanics and workmen in iron and steel
manufactures, and to prevent not only the exportation of every
description of tool, engine or machine, or parts of a machine used in
making and working up iron and other materials, but even the
models and plans of such machinery.[113] England was then the most
advanced of all countries in the production of engines, tools and
textile machinery, and it was hoped by this act that manufacturing
might be kept there. It had the opposite effect so far as America was
concerned. It was inevitable that mechanics, such as Samuel Slater
and William Crompton, should get away, and with them, ideas. The
act only stimulated a race of skillful mechanics in America to
independent development of machine tools, textile machinery, and
the like. America, instead of buying her machinery from England as
she would naturally have done, proceeded to make it herself.
[113] Ibid., Vol. I, p. 630.
From the little forge and foundry started at Lynn, there is no break
in the spread of iron manufacturing in this country. The forge was
located on the lands of Thomas Hudson, of the same family as
Hendrick Hudson, the explorer. Jenks was “the first founder who
worked in brass and iron on the western continent. By his hands, the
first models were made and the first castings taken of many
domestic implements and iron tools.”[115] The very first casting is said
to have been an iron quart pot.
[115] Lewis: “History of Lynn.”
For many years the colonial records refer to his various activities.
He made the dies for the early Massachusetts coinage, including the
famous pine-tree shilling.[116] In 1646 the General Court of
Massachusetts resolved that “In answer to the peticon of Joseph
Jenckes, for liberty to make experience of his abilityes and
Inventions for ye making of Engines for mills to go with water for ye
more speedy despatch of work than formerly, and mills for ye making
of Sithes and other Edged tools, with a new invented Sawe-Mill, that
things may be afforded cheaper than formerly, and that for fourteen
yeeres without disturbance by any others setting up like inventions;
... this peticon is granted.”[117] In 1655 he was granted a
Massachusetts patent for scythes, his improvement consisting of
making them long and thin, instead of short and thick, as in the old
English scythe, and of welding a bar of iron upon the back to
strengthen it, which later became the universal practice,[118] and no
radical change has been made in the blade of this implement since
his day. He built for the town of Boston the first fire engine used in
this country, and also made machines for drawing wire. Jenks seems
to have also been interested in another iron works started at
Braintree between 1645 and 1650.
[116] Weeden: “Economic and Social History of New England,” Vol. I, p.
191.
[117] Goodrich: “History of Pawtucket,” p. 17.
[118] Weeden, Vol. I, p. 184. Bishop, Vol. I, p. 477.