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Purpose: This paper examines the impact of communication technology and human-related factors on teacher, student and course performance, in particular on teacher's clarity, perceived value of the course and student learning. Design/methodology/approach: Communication technology factors are analyzed in terms of social media use, while human-related factors are considered through teacher expertise and communication skills, more specifically non-verbal communication (NVC). The research model is tested on a sample of 303 students from two European universities, one in Southwestern and another in Southeastern Europe. Findings: Findings reveal dominance of human factors over technology ones. Culture moderates some of the relationships examined. Research limitations/implications: Notwithstanding the relatively limited sample of students according to their national culture, this work offers valuable insights into the impact of technology use in classroom and teacher communication skills. Practical implications: Teacher NVC and expertise override their use of technology-mediated communication in classroom. Findings have raised important questions whether social media applications should actually have place in nowadays education systems. What seems clear from this research is that technology advancements cannot replace teachers, although further research is necessary to re-examine their impact on different student outcomes and in different cultural contexts. Originality/value: The originality of this paper lies in comparing the impact of technology vs human-related factors on classroom performance. An additional contribution is provided by considering the moderating role of national culture within the proposed research model. [ABSTRACT FROM AUTHOR]

Background: Due to changes in Polish society resulting from a significant inflow of immigrants to Poland, the need to develop the cultural competences of various professional groups who have contact with immigrants in their work has increased. These groups should include healthcare professionals, especially because of the significant increase in the number of culturally diverse patients. Therefore, medical education in Poland has had to rapidly adapt to this novel situation. For instance, the teaching process should be now more focused on the development and evaluation of the cultural competences of prospective health care workers. However, there is still a lack of standardized, valid and reliable instruments to assess cross-cultural competences among healthcare professionals. The purpose of the present paper was to describe, for the first time, the translation, adaptation, and psychometric evaluation of the Polish version of the Cross-Cultural Competence Inventory. Methods: Across two studies, we examined psychometric properties of the Cross-Cultural Competence Inventory (CCCI) such as reliability (i.e. internal consistency, test-retest reliability, factor structure) and validity (i.e. theoretical, criteria, convergent). In the first study, 408 participants (75% were healthcare professionals) completed the Polish version of the CCCI and the Positive/Negative Attitude Towards Culturally Divergent People Questionnaire. In the second study, 317 participants (97% were healthcare professionals) completed the CCCI twice, with an interval of at least 22 days. In addition, across two study sessions, participants completed questionnaires constructed to measure (a) cultural intelligence, (b) need for cognitive closure, (c) emphatic sensitiveness, (d) emotional intelligence, (e) self-esteem, (f) social desirability, and (g) personality. Finally, to additionally examine the theoretical validity, 36 professional cross-cultural competence trainers completed the CCCI during a one-session study. Results: Our findings confirm the reliability and validity of the CCCI. More precisely, in study 1 we proved the theoretical validity and reliability (i.e. internal consistency) of the CCCI. While the assumed structure did not fit the data well, all items were significantly related to the general factor, thus providing strong support for the usage of the total score of the CCCI. In study 2, we additionally estimated the test-retest reliability and theoretical, criterion and convergent validity. Across two studies we were able to successfully confirm these psychometric properties. The reliability was satisfactory and ranged from .83 to .86. We also observed a high and significant positive correlation between CCCI and the Cultural Intelligence Scale, which measures a concept similar to the one measured by CCCI. In addition, a significant relationship between intercultural competences (CCCI) and other variables such as personality, empathic sensitivity, emotional intelligence, self-esteem (positive correlations) and the need for cognitive closure (mainly negative correlation) were demonstrated. Conclusions: The obtained results support the usage of the CCCI questionnaire in scientific research, such as, for example, among healthcare professionals (nurses, doctors) and students of medical fields (nursing, medicine). [ABSTRACT FROM AUTHOR]

Abstract: In a recent issue of this journal, studied an interesting data set involving the analysis of consumer-driven associations to the word ‘‘Traditional”, from a food perspective, in six European countries. As part of their analysis, they demonstrated the sources of association between the words studied and the country of origin of those interviewed using correspondence analysis. In this paper, we focus on this association by assuming that the country of origin is a predictor of the words associated with “Traditional”. This analysis is performed using another member of the correspondence analysis family – non-symmetric correspondence analysis. This paper will also explore the use of both these correspondence analysis techniques on their data and consider the dendrogram and the semantic differential plot as alternative approaches to visually summarising the association. [ABSTRACT FROM AUTHOR]

Our paper is on the linguistic future of the United Europe considering two important theories: that of multilingualism and on the other hand, that of a lingua franca. The two theories have several supporters but, for the moment, neither of the two theories has prevailed. This paper intends to discuss the idea that, in a democratic Europe, all the peoples should be able to communicate among each other, regardless the channel of communication. Globalization of economic changes involves the risk of language and cultural standardization. The European Union is in opposition to this idea, suggesting a multilingual model, based on the consideration of the diversity. Higher education has to play an important part in the cross-cultural preparation of the younger generation and give them the linguistic background for international communication. We are trying to present in the present paper, some means of developing the multi-linguistic skills of the students and, educate them as European citizens. [ABSTRACT FROM AUTHOR]

Large-scale research projects, conducted in a cross-European context, are increasingly attractive to educational researchers and policy-makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal model and the approaches recently taken by two research teams and contrasts these with another recent nine-partner comparative European study that used ethnographic methods. We then describe the analytical procedures used in the project, which encouraged participant observation and individual researcher interpretation in order to generate grounded accounts and outline how they were culturally sensitive and meaningful to research teams who used varied analytical approaches. However, this raised difficult issues for the 'final' analysis and the production of a loosely coupled research report. Our pragmatic solution was a process of 'qualitative synthesis' whereby individual partner reports were collated by the Project Director and treated as data and a grounded theory approach was applied to generate tentative theory in respect of creative learning. The paper concludes by arguing that data generated by a loosely coupled approach to qualitative comparative research which uses a wide range of data collection methods can be effectively analysed with a qualitative synthesis. [ABSTRACT FROM AUTHOR]

Due to the fast growth of consumption, the promotion of purchasing green products could be a way to minimize the environmental impact and achieve the sustainable consumption. Considering that there is a lack of studies about green purchase behavior and its determinants in all European Union countries (EU), the aim of this paper is to evaluate the main determinants of green purchase behavior by applying the Theory of Planned Behavior. Referring to Hostefe's cultural dimensions we revealed how cultural aspects contribute to purchase behavior. The results showed that there were observed big differences in terms of green purchase behavior in the EU countries and it did not depend on economic development significantly. The subjective norms and interaction of knowledge and confidence in green products significantly determined the green purchase behavior in all countries. According to the cross-culture studies, all cultural dimensions did not have significant influence on green purchase behavior. However, cultural dimensions are related to factors which directly influence green purchase behavior. Therefore, due to the process of the EU cultural convergence and economic crisis, it could have indirect impact on green purchase behavior. These findings have important implication for marketers and policy makers. [ABSTRACT FROM AUTHOR]

What Western academic literature described as ethnic or cultural Tibet in fact implies something composite and processually constructed: Tibet then often appears as a typical example for explanations of collective identity (and ethnicity). Such approaches increasingly are applied in present-day anthropology and historical studies, highlighting the historical conditions and the politically, socially and ideationally constructed features of identity. In Tibet, identity-building was strongly related to the spread of Buddhism. The new religion was introduced in the time of the Tibetan Empire (seventh to ninth century), but it was only its later spread (from the eleventh century) that led to the effective, all-embracing establishment of Buddhism in the Highlands. It was interlinked with regionally different forms of political manifestations—the founding of Buddhist kingdoms at the periphery and the emergence of monastic hegemonies in the central regions. These developments correlated with processes of conversion, which in its narrative model is described as an act of conquest, taming and civilizing the physical universe and which in theory actually never ends. Apart from considering current anthropological discussions of the phenomenon of religious conversion, this paper will include a comparative view of the history of Christianization in early medieval Europe (especially in Western Europe—the Frankish kingdom and the barbarian zones North of the Rhine and the Danube, fifth to tenth century). Inter alia this also raises questions about the initial social forces and interests promoting the new religion's adoption, and to what extent formal similarities with the Tibetan case are ascertainable in Europe. [ABSTRACT FROM AUTHOR]

The aim of the present paper was to test the cross-cultural validity of the Positivity-Scale ( P-Scale ), a new questionnaire designed for the measurement of positivity (i.e., general tendency to evaluate self, life, and future in a positive way). Participants ( N = 3544) from Italy, Germany, Spain, Poland, and Serbia answered eight items of the P-Scale and responded to items from other well-validated measures. Confirmatory Factor Analysis supported the assumed one-factor structure of the P-Scale and demonstrated its gender invariance in each country and cross-cultural validity. Correlation analyses revealed significant and positive associations of the P-Scale with self-esteem, life satisfaction, optimism, and a latent factor variable of positivity , and a negative relation to depression. The findings provided support for the convergent validity of the P-Scale across countries. Possible applications of the P-Scale are suggested. Implications for further research on conditions and outcomes of positivity in different cultural contexts are discussed. [ABSTRACT FROM AUTHOR]

Tolerance is everywhere. The Council of Europe endeavours to build it, schools are required to teach it, and neighbours are asked to extend it. It features in citizenship ceremonies, city-marketing campaigns, and religious texts and is attached to a variety of different objects, people, and behaviours. Yet despite its ubiquitous circulation as a moral good, critiques of tolerance as a way of relating have called for its rejection in favour of alternative projects such as respect and equality. In this paper I contextualise recent critiques and ask what possibilities remain for a politics of tolerance in multicultural Europe. In so doing, I argue that critiques are insufficiently attuned to the different contexts in which tolerance becomes productive and offer a starting point for further empirical research on its embodied practice. Using an example of dialogue, I argue that tolerance can be intrinsic to the development of alternative relations when positioned as part of an ongoing struggle to multiply ways of thinking and acting. I finish by reflecting on the relationship between tolerance, agonism, and dialogue, to outline a more pragmatic politics of difference, arguing that it is not enough to call for alternative projects without attending to the difficult and incremental learning that such projects demand. [ABSTRACT FROM AUTHOR]

The ‘burqa’ bans that have recently been put into effect in several Euro-Atlantic countries are a testament to how public space has been rendered into a terrain of increasing securitization and legal control. The new laws are complex in that they are entangled with entrenched historical attitudes, present-day geopolitics, political expediency, and the politics of race, immigration and national identity. However, they provoke a questioning of what it means when states legislate vision and visuality and of why the visual rather than another domain has become the privileged stage to both communicate the alleged conflict between the ‘West’ and ‘Islam’ and enact the former's disciplining of the latter. In this paper, I examine the trope of the burqa from the perspective of the cultural history of vision, arguing that situating the garment as a visual text in contesting regimes of art and representation, shaped by their respective pre-modern religious narratives, will provide a critical, yet unacknowledged, perspective on facial veiling which, moreover, offers up the possibility of learning to read the sign across cultures. [ABSTRACT FROM AUTHOR]

Background: The implementation of guidelines and training initiatives to support communication in cross-cultural primary care consultations is ad hoc across a range of international settings with negative consequences particularly for migrants. This situation reflects a well-documented translational gap between evidence and practice and is part of the wider problem of implementing guidelines and the broader range of professional educational and quality interventions in routine practice. In this paper, we describe our use of a contemporary social theory, Normalization Process Theory and participatory research methodology-Participatory Learning and Action-to investigate and support implementation of such guidelines and training initiatives in routine practice. Methods: This is a qualitative case study, using multiple primary care sites across Europe. Purposive and maximum variation sampling approaches will be used to identify and recruit stakeholders-migrant service users, general practitioners, primary care nurses, practice managers and administrative staff, interpreters, cultural mediators, service planners, and policy makers. We are conducting a mapping exercise to identify relevant guidelines and training initiatives. We will then initiate a PLA-brokered dialogue with stakeholders around Normalization Process Theory's four constructs-coherence, cognitive participation, collective action, and reflexive monitoring. Through this, we will enable stakeholders in each setting to select a single guideline or training initiative for implementation in their local setting. We will prospectively investigate and support the implementation journeys for the five selected interventions. Data will be generated using a Participatory Learning and Action approach to interviews and focus groups. Data analysis will follow the principles of thematic analysis, will occur in iterative cycles throughout the project and will involve participatory co-analysis with key stakeholders to enhance the authenticity and veracity of findings. Discussion: This research employs a unique combination of Normalization Process Theory and Participatory Learning and Action, which will provide a novel approach to the analysis of implementation journeys. The findings will advance knowledge in the field of implementation science because we are using and testing theoretical and methodological approaches so that we can critically appraise their scope to mediate barriers and improve the implementation processes. [ABSTRACT FROM AUTHOR]

The article presents information about papers presented at the conference "Flows of Images and Media: Annual Conference 2009 of the Cluster of Excellence 'Asia and Europe in a Global Context'" held in October 2009 at the University of Heidelberg in Germany. Topics discussed relate to the concept of "transculturation" as it applies to historical and cultural flows between Europe and Asia.

This paper seeks to understand the inter-cultural relationships between the notions of Europe, the professions and interprofessional education (IPE) in developing an argument for the necessity of interprofessional education for meeting the complex challenges for the professions and society in the 21st century. The concept of “strange loops” is used to explore the paradoxes and recursions in understanding what Europe, the professions and interprofessional education really are. After questioning perceptions of the professions in a changing Europe, I challenge interprofessional education to greater heights. IPE has to accompany all professional exchanges across borders as a critical, constructive process that focuses on differences in theory and practice within the different professional fields to overcome their problems of adjustment to changing user needs and cultural requirements. [ABSTRACT FROM AUTHOR]

Aims: First, this paper investigates (i) gender differences in associations of social stratification, family roles, and heavy drinking, and (ii) country differences in these associations. Second, it seeks to explain country differences in the associations of social stratification and family roles with alcohol consumption by societal level variables. Methods: Survey data of 25 to 49-years-old from eight European countries were used. Logistic regressions were used to analyse gender differences in the association between family roles (marriage, having children), social stratification (education, employment), and heavy drinking (>20 g/day for women; 30 g/day for men). Gender differences were tested by means of interactions between gender and social stratification/family roles. Structural measures of work desirability, social welfare, and gender equity were used to explain differences in associations across countries. Results: The associations between social stratification, family roles, and heavy drinking varied across gender and countries. A country's social welfare system was associated with heavy drinking only among women. Women in countries with a strong social welfare system, such as Nordic countries, tended to drink more heavily if employed, having lower formal education, and a non-traditional family role. In countries with weak social welfare systems or work desirability, heavy drinking was associated with high education, while effects of family roles and employment were small. Conclusions: It appeared that the social welfare system and gender equity of a country determines to a large extent how education, employment, and family roles are associated with heavy drinking. [ABSTRACT FROM AUTHOR]

Attempts to revitalise the centres of British towns and cities in the 1990s drew on the concept of the 24-hour city and, by extension, into liquor licensing reform. The protagonists for the 24-hour city, and many magistrates and local authorities, assumed that a relaxation of British licensing laws would bring about a more civilised mode of alcohol consumption and deliver a ‘continental ambience’ to urban life that would extend into the night. This paper brings forward evidence from a cross-cultural comparison of four European cities to demonstrate that a ‘continental’ style of alcohol consumption is supported by a variety of controls and enforcement measures. It concludes that British free market attitudes to licensing reform will undermine the government's professed aspirations for an ‘urban renaissance’ of cultural inclusion and animation. [ABSTRACT FROM AUTHOR]

The paper examines leisure focal theory from a cross-cultural perspective by utilizing adolescent samples from rural Norway, Scotland and Sweden. Both quantitative and qualitative methods were used to explore the robustness of the model across countries. Results revealed effects of both culture and rurality on the patterns of adolescents' leisure transitions, and these were discussed in relation to the original theoretical framework. [ABSTRACT FROM AUTHOR]

At first sight North American Indian and ancient European games appear to be fairly different social activities. Observed closer though, these games and their texture reveal a surprising variety of common features. This paper represents a first attempt to analyse relevant structural similarities (homologies) systematically by focusing upon ball gaines, in particular. The historical cross-cultural (or transatlantic) enterprise is based on two exemplary accounts of folk football and racket, respectively; i.e., they signify "le take off' of the present ethnographic report which employs a theoretical framework provided by the French Annales-historians and N. Elias theory of civilization. [ABSTRACT FROM AUTHOR]

The article presents the author's views on the use of mythology to trace the conceptual transcultural and locational uncertainties of the origin of Europe. He expresses that the seduction of Europa by Zeus reflects the physical elusiveness of the continent's actual location which was complicated by the amendments and revisions. It is believed that the myth understands the local histories and knowledge in intersecting with global issues. Furthermore, papers for "Italian Cultures: Writing Italian Cultural Studies in the World" that will be published in the July 2008 issue is called for.