Self-Evaluation or Commentaries - Response 10

Self-Evaluation or Commentaries

Our professor wanted us to evaluate ourselves in relation to the American Culture class according to some questions will help her to understand how our performance was in the course.

I think this is a very interesting course; we had to work hard and to make an effort in order to achieve all the goals we had at the beginning of the course. My weaknesses were about time mostly, because I would have loved to have more time to debate all the different topics we went through. My strengths were about understanding all the topics studied in class by my own personal experience. It was easier to me sometimes because I know how different cultures can be, because most of my friends are foreigners and the ethnic background of my family is Italian. So I do know we have to adapt to their culture or try to understand or get into a culture by being respectful and analyzing how interesting the “target” culture can be. That is why we studied the five Cultural Dimensions in which we had to put into practice while teaching our class fifth-teen minutes of a culture whose official language was English.

My performance in the course was participative and I was always interested in knowing more about what the teacher was explaining. The more valuable things I learnt in this course were how culture is not only something specific of a culture, it is part of many things, the one that can be related to or take part into products, persons, perspectives, persons, and communities. I would not try to do anything different from what I have done until today, because I think I have learnt a lot and I really enjoyed the class. Though I could say, I would have loved to have more time when teaching my lesson about Superstitions of the Irish Country, do more activities and interact more with my classmates. It would have been nice to develop more my topic and good enough for practicing my teaching.

I liked a lot the cooperative learning approach, because it is not only responsibility from the student. It has to do with critical thinking and understating our knowledge regarding the subject. We were responsible for leaning what was taught but also helping our classmates or having a general idea of what we all were learning. Consequently, I do not have any suggestion for the course because I founded very productive to my skills and I think it is nice to apply a different perspective when teaching. There were no examinations, but we did have to work hard by our own in regards of the response papers, which I believe it is better because all the responsibility does not has to do 100% with the professor. At the end the result would be about professor and student effort.

LOVED THE COURSE!!! :)

Essay on Patchwork Quilt Activity - Response Paper 9

Essay on Patchwork Quilt Activity

In my course of American culture we were asked by our professor to elaborate a patchwork of Costa Rican culture in which we could express something specific from our Culture to the European students. They were studying Sustainable Development as part of their INEX (International Network for Educational Exchange) experience. The Cultural Activity was on Thursday, July 20^th, 2010 and it first started with a presentation of Folklore dancing, followed by typical food. Later, the American culture class had to meet the European students at the interior Garden. Culture Students paired up with and European student as soon as they found out who had the same letter was given to them. European students explained about their culture first, and then the Culture students did explain their quilt piece and how that was reflected on their culture without telling the other student about their patchwork. Afterwards, the European student had to guess which patchwork his/her partner was.

In the mingling activity I was paired up with a German student of Maastricht University who is majoring in Economics. He started talking about all experiences he lived while being here, and then I described him my patchwork so he could guess which one was mine. My patchwork quilt represented Costa Rican beauty by means of Orchids. Supposedly, the patchwork is about sewing in lines or patterns different kinds of fabric, but mostly regarding colors and shapes. Mine was very creative I think, because I just sewed part of it and then I drew an orchid on the fabric. The main color was purple as the color for the orchid, and light green as the background of the drawing or patchwork. It has a wide variety of colours and styles in its writing, referring to the variety of Orchids we have in Costa Rica. I told him how important nature is for Costa Rica, and the symbolism that this rare flower has in this lands. It is a flower that it is admired for its beauty and uniqueness. He realized which one belonged to me and told me that he found it very interesting.

In brief, I think this mingling activity was very productive for us as future teachers. It was a different was to interact with another culture, but at the same time let the Europeans students know about ours in a very creative way. They completely enjoyed the Folklore dancing and typical food. Moreover, the activity also let us know more about them and in some cases become friends as part of this interesting activity. I really enjoyed it and I can tell I will definitely do it again in future. This kind of activities are very important to take into consideration when teaching culture, and it can be taken as example for future teaching lessons, in case we have this possibility of interacting with people from other cultures.

*Try to find mine among the other patchworks above (picture).

Chapter 2 - Response Paper 8

Chapter Two: American Culture And American Diversity

To have a better cross-cultural understanding of American culture and American diversity; you have to keep in mind how your culture is both similar to and different from the local or “target” culture. Peace Corps provides some exercises to find out the image that many host country people have of Americans. I will summarize all the information provided for the site http://www.peacecorps.gov/wws/educators/enrichment/culturematters/Ch2/Intro.html so we can have a clearly overview of the topic. People from other cultures are not different, they just behave differently. They embody the culture, but they would need to get out of that body if they want to see what it looks like. This chapter is a refreshing point of view as an out-of-body experience, courtesy of Peace Corps training.
No one American is quite like any other American, but a handful of core values and beliefs do underlie and permeate the national culture. These values and beliefs are very specific of that culture, with the characteristic behaviors that come from them, that are the focus of this chapter.
There is a letter which tells us a little bit of values and beliefs. Jan wrote a letter to her friend Todd back in the United States. She represented American values or cultural assumptions on her writing:
• I count myself among this group, were probably a bit ambitious about our work and the difference we could make, but I'm much more grounded in reality now.
• I know there will be obstacles, but I also know I'll be able to overcome them.
• I think a positive attitude (along with my stubborn streak) can get you a long way.
• It shows you that you don't have to take no for an answer.

The Things We Say: Culture In Casual Expressions
Taking into account the expressions people use in everyday conversation, it is a very useful way to understand a culture. That will give us a better understanding of what people in a given society believe in or value.
Example:
He thinks he's better than so and so.
She's always putting on airs.
That person should be cut down to size.
It's gone to his head.
Value/belief:______Egalitarianism
1. Talk is cheap.
2. Put your money where your mouth is.
3. He's all talk and no action.
Value/belief: Americans value action and doing over talking, especially if it's talking instead of action
4. She's always beating around the bush.
5. Tell it like it is.
6. Straight talk, straight answer, straight shooter: that's what we need.
Value/belief: Directness
7. She did something with her life.
8. Nice guys finish last.
Value/belief: Emphasis on accomplishment, achieving things, in addition to being a good person
9. Every cloud has a silver lining.
10. Look on the bright side.
11. Tomorrow is another day.
Value/belief: Optimism
12. Where there's a will there's a way.
Value/belief: Self determination
13. Stand on your own two feet.
Value/belief: Self-reliance, independence
14. Don't judge a book by its cover.
15. All that glitters isn't gold.
Value/belief: Don't judge or be fooled by appearances; look beneath the surface
16. Nothing ventured, nothing gained.
Value/belief: Risk-taking, experimentation
Just as expressions common in the U.S. reveal aspects of the national culture, so do host country expressions reveal certain host country values or beliefs.

Al mal tiempo, buena cara = Be positive all the time
Value/belief: Logical positivism
A lo hecho, pecho = Take responsibility of your own actions
Value/belief: Responsibility
A quien madruga, Dios le ayuda = Do not procrastinate things, take advantage of your time
Value/belief: Make an effort
This activity looks at 13 categories or aspects of culture and compare the typical American position on these matters with that of your host country.
Thirteen Cultural Categories:
American and Host Country Views Compared
This activity looks at 13 categories or aspects of culture and compare the typical American position on these matters with that of your host country.
1. ATTITUDE TOWARDS AGE
• Emphasize physical beauty and youth.
• Fire older people to hire younger people for less money.
• Judge a worker's worth based on production, not seniority.
American View: The American emphasis on concrete achievements and "doing" means that age is not highly valued, for the older you are the less you can accomplish. Age is also suspect because new is usually better in American culture, and the elderly are generally out of touch with what's new.
Costa Rican View: Costa Ricans are considered very high-motivated people, always positive and happy. Elderly people have problems when trying to get a job, but younger people do have a hard time getting jobs due to work experience requirements.
2. CONCEPT OF FATE AND DESTINY
• You can be whatever you want to be.
• Where there's a will there's a way.
• The American dream is rags-to-riches.
American View: The concept of self-determination negates much of the influence of fate and destiny. Parents tell their children they can be whatever they want to be when they grow up. There are few givens in life, and people have little sense of external limits. Lack of success is their own fault.
Costa Rican View: Costa Ricans are focused on their own activities but they always care for others, always willing to help.
3. VIEW OF HUMAN NATURE
• Courts consider a person innocent until he/she is proven guilty.
• People should be given the benefit of the doubt.
• If left alone, people will do the right thing.
• We need to discover how a vicious killer "went wrong."
American View: People are considered basically and inherently good. If someone does an evil deed, we look for the explanation, for the reason why the person turned bad. People can and should be trusted; and we are fairly open to strangers, and willing to accept them.

Costa Rican View: People get along with almost everyone and they are very into foreigners American and Europeans mostly. They do accept people from other countries, but the majority of them do not get along with people from Nicaragua or Mexico; the reasons why, are not well-established but it is something that is seen as common in the culture.
…
Sources of American Culture
In this exercise, you look behind some of the American values you have identified thus far, trying to understand where they come from. While it is useful to know what it is Americans value and believe in, it is also helpful to know why they believe what they do-to understand that our values and beliefs are a result of our national experience. Once you understand this fact about your own country's culture, you can begin to appreciate that it must be true of your host country as well.
Below are four defining features of the people who came to the United States, followed by a numbered list of American traits, many of which you have come across earlier in this chapter.
Traits
1. Limited sense of fatalism, of accepting things as they are
2. Tolerance for differences
3. Historic low level of savings
4. Self-reliance
5. A president, not a king
6. Informality: "Call me Bob."
7. The cult of celebrities; biographies of the rich and famous
8. Little fear of failure
9. Modest limits on immigration
10. Acceptance of criticism or disagreement with the boss or authority figures
11. Emphasis on achievement
12. Checks and balances in the U.S.Constitution
13. Identification with work or job
14. Idea of a second chance, of starting over
15. Minimal supervision from bosses
16. Egalitarianism
17. Virtue of change, of newness
18. Rags to riches syndrome: the self-made man or woman
19. Waste: the disposable society; little conservation of resources
20. Frequent job and career changes
21. Big cars, big houses, sprawling malls
22. Desire to be own boss, self-employed
23. Optimism
24. Mobile society; frequency with which people move
Defining Features
PROTESTANTISM
A strong work ethic-work is intrinsically good-and the notion of predestination, that salvation is apparent through worldly success.
7, 11, 13, 18

AMERICAN GEOGRAPHY
The frontier, unlimited resources and opportunity, isolation, sparse population, distance from Europe.

1, 3, 4, 9, 14, 19, 21

ESCAPE FROM OPPRESSION
From religious and economic repression and rigid class system and social stratification.

2, 5, 6, 10, 12, 15, 16, 18, 22
THE NATURE OF THE AMERICAN IMMIGRANT
Out of the mainstream in home country, dissatisfied with lot in life, willing to take risks, adventuresome.
8, 17, 20, 24
There are bunch of exercises you can work on Peace Corps Website, so you are more than welcome to do them when you feel the need to. Just to sum up, I would like to talk about how important is to know a culture, especially if you are going to teach it. This goes for your own culture and others; of course your own culture would be easier to teach (sometimes – if you have the required knowledge to teach it) more than other it is not yours. That is why you have to keep in mind the differences involved in each of them, and research about them. This will also help your students to have a general knowledge, and make them part of other perspectives or thoughts they can analyze or adapt to, without being disrespectful at the same time in case they run into it. There are no specific ethnic groups and we should reinforce students’ thoughts; nationalities, physical appearance does not make the difference when interacting with other individuals of another culture. Everything is part of values, beliefs, history and customs that come along with the foreigner or us being exposed to another culture.

American Values - Response Paper 7

The values Americans live by L.Robert Kols, Ph.D. is a document that gives us an idea of the differences among American culture and others, emphasizing what their values are about. They have a belief that every individual is so unique that the list of values cannot be applied to all, because they personally chooses which values they want to live their own life by. This text is addressed to make people understand Americans, because sometimes their action can be called “strange,” “confusing,” or “unbelievable” when it will not suit foreigners’ point of view, especially their society and own values.

Basic American Values Summary

Personal Control over the Environment/Responsibility states that Americans consider usual and right that Man should control Nature, rather than the other way around or that every single individual should have control over whatever in the environment might potentially affect them.

Change Seen as Natural and Positive states that change is seen as an indisputably good condition to development, improvement, progress and growth. This motivates them to work hard and it makes them believe each individual has a responsibility to do the best they can do.

Time and its Control states that time is very important. They are always concerned with getting things accomplished on time, schedules are supposed to be planned and followed in the smallest detail. Many American proverbs stress the value in taking into account time, using it wisely, setting and working toward specific goals, etc.

Equality/Fairness states that God views all humans alike without regard to intelligence, physical condition, economic status or rank. Equality is very important for them.

Individualism/Independence states that individuals are seen as completely and marvelously unique, precious and wonderful. Americans resist being thought of as representatives of a homogeneous group, whatever the group.

Self-Help/Initiative talks about how Americans take credit of what they have achieved by their own, this is stated by 100 words, some of them: self-esteem, self-expressions, self-importance, self-confident, etc.

Competition brings out the best in an individual; they believe that challenges make any person do their best.

Future Orientation talks about how they value the future because it will inevitable bring good things, and it can be certainly said they devalue the past.

Action/Work Orientation states there is always something you can do instead of just standing there without doing anything. The workaholic syndrome causes Americans to identify themselves with their professions.

Informality stands that Americans are extremely informal and casual (the way they dress and greetings).

Directness/Oppennes/Honesty talks about how Americans preferred the most direct approach possible. They are completely honest when giving their negative feedback and to do so publicly.

Practicality/Efficiency talks about the reputation Americans have for being extremely realistic, practical and efficient people regarding priority in making any important decision in the United States.

Materialism/Acquisitiveness talks about how materialistic Americans are, they value and collect more material objects than most of the world’s people would ever dream possible to own. They take priority to obtaining, maintaining and protecting their material objects more than their interpersonal relationships with people.

This document will help us to have a better perspective of U.S. culture and its values. I agree with Dr. L. Robert Kohls. This guide is very suitable for foreigners who will visit the United States or who will interact with the American culture. It also gives us differences and descriptions among citizens. These thirteen values talk about different points of view to avoid misunderstandings when getting to know American culture.

Shall we dance? Movie Analysis - Response Paper 6

Shall we dance? Movie Analysis - Response Paper 6

Cultural Practices
Response # 6
• Describe the difference between both movies? Describe what happened, using operations, acts, and scenarios. And explain the significance of these movies to your lives.
• Questions to determine appropriateness in cultural practices. Table 6.2 page.72

We watched the movies Shall we dance? (American version) and Shall we dansu? (Japanese version). The original film is the Japanese (1996) and also the earlier 1937 movie “Shall we dance?”. The American film was a remake in 2004. To describe differences between the movies, we could point out how different Japanese and American culture are: the sense of humor, sarcasm, society point of view, language, mentality, behavior, etc.

As we studied in class, cultural practices are divided into operations, acts, and scenarios. My point of view regarding the movie is merely related to them.

• Operations have to do with the manipulation of cultural products by individual members of a culture. Dancing is an activity performed by these characters in the movie. They do an interaction with the product which is about dance lessons which are part of pastimes, it do not necessarily required language to be done.

• Scenarios are extended communicative practices that have to do with operations and acts. This kind of cultural practice is organized in time, it tends to be part of someone’s routine. In the movie the characters follow a sequence of practices; they enrolled dance lessons, participated in a competition, etc. There are types of scenarios:

• Time: Dance lessons timetable the main characters attended

• Groups: Dance members such as the main characters, friends, instructors, competitors

• Institutions: Dance Academy

• Life cycle: Life stages described in the movie

• Events: Clear beginnings and ends such as the Farewell party for Pauline or the dance event

These movies have significance in my life due to the contrast they make one another. I love cultures and learning languages. I am into Asian culture, I can really adapt to it as I have experienced…. I know there are several things people should keep in mind, especially about manners or ways of thinking. Same happens with every culture in the world, so the comparison offered suits my way of thinking about having critical thinking and being able to adapt to other cultures or respect them, it is very important when learning languages or when you want to fit in a culture you want to be part of.

To determine appropriateness in cultural practices there are a few things we should keep in mind.

Who? There are many of individuals involved in the practice are the lawyer (American version), the teacher (Japanese version), their wives, their daughters and friends. Their relationships vary according to the culture, because in the American version love theme is exposed more than the Japanese version. I think their status is linked to men role in society and how the scenario of routine can affect their practices and products.

What? The topics or messages are expressed or exchanged are how dance lessons can help your practices regarding products. Tacit and explicit messages are related to love and the importance of family. They do not really say that much, but they are very expressive with their eyes, manners or behaviors. There is no need to say too much because the movie is about dancing, especially express your feelings through it.

Where? The practices occur in the house, the dance studio, the dance competition, parking load, the train. The physical setting, the social circumstances or situation are linked to the dance lessons and the need it represents for the main character in terms of changing his routine.

When? The dance lessons occur during the night, and as a part of his routine. Events or circumstances precede after the main character’s routine such as dancing with his wife.

Why? Purposes that are brought to this practice are related to dance as part of their new routine, a different activity they can perform or practice as a result of interacting with the product. They changed their routine and that makes them feel better.

How? This action is enacted by going to practice dance lessons as an opportunity to change their routine and interact with others at the same time. The language used regarding dancing is verbal, nonverbal, spoken; and it is involved touching, eye contact, and others. They talk to each other as formal and informal due to the conversation the instructors have with the learners. There is also time for sense of humor, irony and seriousness.

Product - Response Paper 5

5.2 Teaching Culture: ANALYZING ARTIFACTS

Cultural Products are immersed in every culture all over the world. They are perceptible through the five senses: sight, hearing, touch, smell, or taste. Sometimes its perceptibility is quite obvious and other times it is not, but there are a lot of tangible artifacts related to products. Artifacts are objects created or elaborated by individuals of a culture, and the majority of the times are very specific, unique or representative of a culture. Thereby, in terms of analyzing artifacts it is very useful to keep in mind the pentagonal diagram of culture.

We were asked for our professor to design an artifact in class, whatever we wanted to create. The artifact I invented was addressed to help people in the woods or somewhere else who have been poisoned somehow by indicating quick remedies or elaborated formulas based on plants to delay the poison. This product is based on Zoi Powell discoveries in 2040 (supposedly it is 2057, and I am trying to be creative by making up all this out of my mind to make it interesting to me).What is it? It is an intelligent machine that utilizes sensors to monitor the environment and adjust its actions to fulfill its task in uncertain and variable environments. Where do you find it? It can be found in specialized laboratories or you can take a look for our on-line retailers on http://www.remediesatonce.com. This prototype is very expensive and it can only be used by specific people or organizations. How do you use it? It has a keyboard in which you type the kind of poison, and it gives you some alternatives to work on. Also you can seal any injury with the laser, but you must know what you are doing, otherwise you can cause side effects. Which groups of people use this object? It is used for groups of people who go into the Woods, exuberant places, or just people how work with snakes or doctors. Why do people use this? People use it because it is a practical way to delay poison in your organism by using natural methods or substances provided by an intelligent machine that was merely found by German laboratories. It helps organizations to make things easier. What significance does it have in the culture? It has significance in the culture due to the progress that had caused all over the years, it has completely crossed boundaries. People would have thought this was impossible long time ago, but now that this kind of technology exists and it has shown its results to the world, it has certainly changed people minds and they are more into the idea of it. Though this technology was found by Powell, its production lies on that first prototype she found. This artifact is used mostly by authorized individuals due to its complexity and importance, and it was classified as “the best top 10 secret fact that no one told us” according to Rick Spike, History Channel.

5.3 Learning Culture: MAPS

Another way to understand cultural dimensions of places is mapping Aerial views of a place, including objects or artifacts. That is why it was asked to us to draw a floor plan of our house and to analyze the area regarding some questions that will be answered below. The floor plan presented on the image has thirteen rooms. They all are addressed to different practices depending on the activity performed. This exercise will help us to have an idea on how cultures organize or interpret the natural environment and create a relationship among places, such as geography, plants, objects, etc.

1. The garage is only used by guests

• Four different kinds of plants and a bench

2. The living room is used for guests and sometimes for everyone (my family) to rest while watching television or listening to music.

• Television, DVD, radio, two paintings, three sofas and one couch

3. The dining room is used by family and guests to have breakfast, lunch or dinner.

• Table, four chairs, two paintings, one vase with artificial flowers

4. Kitchen is used by my mum and me in terms of cooking, and my father and brother do use it in terms of washing the dishes or helping out my mum mostly.

• Cooking utensils, cooking furniture, refrigerator, kitchen, oven

5. Laundry Room is used by all family members, to wash clothes, to clean objects, to give a bath to our dog.

• Detergent, washing machine, cleaning utensils, waste basket

6. The back yard and terrace are used for entertaining and for letting the clothes dry.

• Chairs, plants, books, etc

7. The rooms are used by specific family members and others are not.

• Television, computer, radio, bed, closet, clothes, books, etc

8. The bathroom and rest room are used by all family members or guests who come over one in awhile.

• Bathtub, toilet, soap, shampoo, etc

I think my residence is cultural because it is a product of what persons practice and the perspectives that surround communities. There are specific objects in every room, and that makes it unique and appropriate for the person who lives there. Though every single place of the house has a specific function, all family members are able to interact with others without losing their identity.

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5.4 Learning Culture: FLOWCHARTS

For getting a driver’s license:

You must be over eighteen

For getting medical treatment:

You must have health insurance

For reporting a crime:

You must be a witness of it

For establishing a law:

You must be part of the government

For getting married:

You must by over eighteen (legal purposes)

For getting a bank loan:

You must have something to back up the loan (guarantor, property, etc)

For religious rituals:

You must have some expertise regarding the topic

For paying taxes:

You must have a salary or money to pay them

What connections do you see to perspectives, communities, and persons?

I think they are all interrelated because perspectives are beliefs or attitudes that guide persons and communities in the practices of the culture. It is something established and as we can recall, the book (teaching culture: Perspectives and Practices) studied in class says “Culture is the evolving way of life of a group of persons, consisting of a shared set of practices associated with a shared set of products, based upon a shared set of perspectives on the world, and set within specific social contexts.” I completely agree with it.

5.5 Teaching Culture: PERSONAL RELATIONSHIP TO CULTURAL CONTEXT

Is personal relationship to cultural content a factor in your teaching of culture? Explain your answer.

Personal relationship is very important to cultural content due to its uniqueness of being able to transmit the student different backgrounds; thereby it is the main factor in teaching a culture. Not only because students are going to learn more, it is also important to make them think or realize how different situations in our life can make the difference when learning a culture it is not ours.