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Descriptors:
Foreign Countries; Asian Culture; Mental Disorders; Cultural Influences; Anxiety; Intimacy; Social Isolation; Self Concept; Psychophysiology; Psychotherapy; Non Western Civilization; Western Civilization; Classification; Psychological Patterns; Human Body; Olfactory Perception; Academic Achievement; Adolescents; Context Effect; Attachment Behavior

Abstract:
First conceptualized in the 1960s, the term culture-bound disorders refers to a classification of mental disorders or syndromes that are considered specific or closely related to cultural factors and or particular ethnocultural groups. In Japan, two culture-bound disorders, "taijin kyofusho" and "hikikomori," have seized the interest of researchers and professionals due to their prevalence in Japanese society. The first disorder, "taijin kyofusho," is a culture-bound social anxiety disorder that has been documented in Japan since the 1930s. It is characterized by the experience of anxiety in, and often avoidance of, social and interpersonal situations for fear of offending others through blushing, eye-to-eye contact, body deformity, and/or emitting body odor. The second disorder, "hikikomori," has only emerged in the last 30 years, but afflicts a substantial portion of the Japanese population. It is clinically distinguished by symptoms of social withdrawal, self-confinement in one's home, no intimate relationships with family members, and the absence of engagement in social activities. Because the symptomatology of both disorders closely resemble several of the "Diagnostic and Statistical Manual of Mental Disorders" ("DSM-IV-TR," American Psychiatric Association, 2000) diagnoses, research on the prevalence and culture-bound specificity of the disorders are investigated, as well as the efficacy of pharmacotherapy, individual and group psychotherapy, and psychosocial rehabilitation treatments. Finally, drawing upon research describing the relationship between mental illness and shame, and shame's inextricable relationship to Japanese history and culture, it is proposed that "taijin kyofusho" and "hikikomori" are sequelae of shame in Japanese society. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Western Civilization; Foreign Countries; Non Western Civilization; Asian History

Abstract:
Great Books programs and Western civilization courses have understandably emphasized the Greco-Roman and Hebraic origins of Western civilization, while moving on to a European focus, with some material relating to the Western Hemisphere usually brought in for good measure. After all, people have the ancient Greeks to thank for such landmark inventions as democratic thought and Euclidean geometry, while the ancient Romans have inspired much of law and architecture. Yet people have done this in a context in which they rely every day upon the decimal system in mathematics that was first developed in India and a paper and printing technology invented in China. This article suggests how the two leading civilizations in Monsoon Asia--India and China--may be smoothly incorporated into a Great Books or world civilization program, and moves on to propose how a two-semester course on Chinese civilization might be optimally organized. (Contains 13 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Muslims; Islam; Non Western Civilization; Religious Conflict; Religious Factors; Social Development; Social Influences; Western Civilization; Traditionalism; Cultural Influences; Cultural Traits; Cultural Context; Cultural Maintenance

Abstract:
The attention in the West, especially in the United States, now accorded Islam and those who conduct themselves according to its precepts betrays woeful ignorance of both. As Graham Fuller has persuasively argued in his recent book, "A World Without Islam", Western culture owes much to Islam as well as to Muslims and would be greatly impoverished had Islam never come to be or were it to pass away. The riches lost would derive as much from the religion as from the civilization to which it has given rise. This article considers both, the emphasis being on Islam and its genesis and development as part and parcel of a larger Arabic cultural tradition. (Contains 14 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dance; Dance Education; Western Civilization; Non Western Civilization; Cross Cultural Studies; Cultural Background; Asian Culture; Global Approach; Trend Analysis; Cultural Influences; Movement Education; Acculturation; Cultural Pluralism; Social Integration

Abstract:
Western and Eastern dance styles have developed in their respective countries on their own, neither really influencing the other, but today the conjugation between Western and Eastern cultures is a phenomenon that the dance world is experiencing to the fullest. In dance, these cultures are so interwoven that sometimes it is hard to distinguish the influences of each culture and their characteristics. Although Western and Eastern dance styles may at first appear similar, particularly in modern dance, both areas of the world have vast differences in ideas about how to begin the movement, how to execute the movement, and what approaches to take in the creative process. This article describes the author's views on the interaction between the two realms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Managerial Occupations; Social Networks; Public Sector; Case Studies; Career Development; Labor Force Development; Interpersonal Competence; Cultural Context; Non Western Civilization; Employment Level; Context Effect

Abstract:
Purpose: The purpose of this paper is to investigate how managerial level moderates the relationships between networking behaviours and career success (objective and subjective) in the context of a public sector organisation in Malaysia. Design/methodology/approach: The study utilised a cross-sectional design and investigated these relationships indicated on a sample of 288 managers from the Malaysian public sector. Findings: The study found that increasing internal visibility was related to monthly income and subjective career success. Managerial level moderated the relationships between some types of networking and objective career success. Research limitations/implications: The study was cross-sectional in nature and involved a sample of managers from public sector organisations. However, there is scope to longitudinally investigate the impact of specific networking behaviours on both objective and subjective career success. Practical implications: The study findings highlight the advantages that senior managers have in respect of networking opportunities and the importance of particular types of networking objective and subjective career success. Originality/value: The study findings extend the knowledge of the value of networking and demonstrate that the relationships found in Western organisations also are true in Asian organisations and cultures and in public as well as private sector organisations. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Critical Thinking; Grade 6; Thinking Skills; Medieval History; Social Studies; Classroom Techniques; Historical Interpretation; World History; Non Western Civilization; Arabs; Teaching Methods; Questioning Techniques

Abstract:
The social studies classroom can and should be a place where students learn critical thinking skills, but too often, especially in the middle grades, students are asked to focus on discrete facts on which they can be tested. The purpose of this article is to suggest that sixth graders can learn the critical thinking skills of "historical thinking" by discussing big ideas and essential questions and to provide a framework for a middle school unit of study on Ancient Egypt. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperative Learning; Educational Change; Foreign Countries; Culturally Relevant Education; Cultural Context; Global Approach; Questionnaires; Semi Structured Interviews; Secondary School Teachers; Secondary School Students; Student Teachers; College Faculty; Student Teacher Attitudes; Teacher Attitudes; Student Attitudes; Teacher Role; Preferences; Scores; Institutional Characteristics; Teacher Effectiveness; Group Unity; Behavior Standards; Social Behavior; Cultural Pluralism; Cultural Influences; Educational Practices; Non Western Civilization; Western Civilization

Abstract:
Under pressure of the continuing need to modernize, Vietnam is rapidly reforming its education system. Cooperative Learning (CL) with a Western-based model is being enthusiastically applied. This paper suggests that an authentic form of CL has long existed in the foundations of Vietnamese education. The reasons why Western-based CL is encouraged can be attributed to false universalism (the belief that a practice that originated from elsewhere can be "cloned" with similar results) and neo-colonialism (the perpetuation of a colonial mindset under the pressure of financial loans). While an adjusted form of CL has been suggested by previous studies to make CL culturally appropriate, this paper argues that a true hybrid form of CL which takes into account the authentic CL will have more potential to make this method not only culturally but institutionally appropriate. The paper indicates a strong need to identify and incorporate indigenous practice in the process of educational reform. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Human Body; Non Western Civilization; Death; Plastics; Audience Response; Museums; Exhibits; Ethics; Audiences; Rhetoric; Cultural Awareness; Rhetorical Criticism; Violence; Power Structure; Personal Autonomy; Models; Moral Values; Human Dignity; Social Attitudes; Ethnography; Interpersonal Competence; Cultural Context; Recreational Activities; Leisure Time; Program Design; Educational Experience; Controversial Issues (Course Content)

Abstract:
Using rhetorical analysis in the form of an autoethnographically informed biocritique, this study applies and expands the concept of rhetorical plasticity to examine the popular museum exhibit "Bodies: The Exhibition," which is arguably the most controversial of a series of contemporary museum exhibits that feature deceased human bodies that have been plasticized and entertainingly displayed for public viewing in museums in cities worldwide. We investigate how rhetorical tropes, such as biological and health discourses that pleasantly effuse reason, and fun action poses, operate synergistically to invite audiences into a forgetting of cultural awareness and personal biography in exhibits that display unknown Chinese bodies to Western audiences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching (Occupation); Career Choice; Females; Beginning Teachers; Career Development; Non Western Civilization; Ethnic Groups; Minority Groups; Secondary Education; Teacher Attitudes; Careers; Foreign Countries; Longitudinal Studies; Teaching Conditions; Family Work Relationship

Abstract:
This article reports on the final year of a four year research project into the influences on British South Asian women's choice of teaching as a career and on their subsequent career development. The research cohort was interviewed during their initial teacher training year on a PGCE (Post Graduate Certificate of Education) course in the English West Midlands, followed by subsequent interviews in the first and third years of their careers as teachers. Findings from the first phase of the research--into the reasons for selecting teaching as a career and issues faced during training--were previously published, subsequent findings are captured in this article. Our research suggests that British South Asian women teachers at the start of their careers face, and largely cope with, broadly similar opportunities and challenges to other beginning teachers. Despite some particular tensions created by their work, family and community lives these teachers successfully established themselves as well respected individuals, fully capable of skilfully balancing their professional and personal commitments. Respondents did not report any particularly significant issues relating to their ethnic, cultural or religious affiliations, in contrast to the findings of a number of previous studies. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Instructional Leadership; Principals; Leadership Responsibility; Interpersonal Relationship; World Views; Cultural Differences; Holistic Approach; Individualism; School Culture; Physical Environment; Social Networks; Figurative Language; Medicine; Non Western Civilization; High Stakes Tests

Abstract:
This commentary focuses on school leadership as connective activity. Leadership is essentially about designing, managing and energizing the right connections, and untying the wrong ones, in order to make schools successful, equitable, happier places. The author's basic proposition is that school leaders who influence students and their communities positively are not those who focus just on secluded patches of their organizational turf, but leaders who consciously make connections within, across and beyond it. The article is divided into three major sections. In the first section, the author discusses what he means by connection. To do this, he draws partly on notion of resonance, and the metaphor of reflexology. In the second section, he applies this metaphor to schools and school leadership; and teases out briefly some parallels between reflexology and leadership. In the third section, he suggests that the job of a leader is to simultaneously connect, reconnect and disconnect within, across and beyond the school. In this section, he attempts to capture and illustrate some of the connective activities which form such an important part of school leadership. The foundational connective activity is that of defining purpose. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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