Understanding Global Cultures
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Understanding Global Cultures

 Fall Semester 2017


List of countries of the world -- Wikipedia

language dictionaries and resources

International Development Indicators -- Human Development Reports, United Nations Development Programme

Global Open Data Index


OWL logo, Online Writing Lab, Purdue University.
topics and resources

World Clock Time
(A-F only; prereq Freshman, fewer than 30 credits; meets DLE req of Global Perspectives; meets DLE req of Social Sciences; meets Lib Ed req of LE CAT8; meets LEIP req of LEIP CAT08)


Welcome to Understanding Global Cultures

Available on-line in your
Moodle
folder at
<moodle.umn.edu>

 

This will be a great course, and a great experience.

You will see. . . .

Some people like to procrastinate. Others like to arrive early, and in some ways they’re “pre-crastinators”.

I am sending this note out early to make it more convenient for the pre-crastinators to order the textbook on-line (if that is an attractive option for you), and / or to let you get started reading some of the interesting materials that we have for the class (if you are the kind of person who likes to do that sort of thing). Or you might want to start watching one or other of the internationally-award-winning films and videos that we have lined up for the class. If none of these options apply to you, and you feel like a little end-of-the-summer procrastination, just relax and enjoy the wonderful fall weather, or maybe even take a trip to the Minnesota State Fair to enjoy their special, albeit sometimes a bit unusual, treats.

 

Interest in Understanding Global Cultures has never been higher, and more important . . . even apart from the Olympics. . . .

Yesterday, for example, the BBCNews carried an article on how a “Project connects Moscow pensioners to students abroad” (BBCNews, 22 August 2016), which talks about Russia’s new plan whereby “students learning Russian around the world are being offered the chance to improve their language skills by chatting online to pensioners in Moscow”.  Yesterday the BBC also discussed a German plan to start stocking up food and water for future emergencies:  “Germans told to stockpile food and water for civil defence.”  And, of course, “Brexit,” the UK’s exit from the European Union, has been big news around the world for months, affecting stock markets throughout the industrialized world.

And these days one can’t go anywhere in the industrialized world . . . and maybe most of the entire world . . . without encountering Pokeman Go;  for e.g., yesterday “'Pokemon Go' players stampede[d] in Taiwan to capture a Snorlax” (Entertainment Weekly 22 August 2016).  More than 130 million people have downloaded the Pokémon Go app worldwide since July.  Last month alone, “231 million people engaged in 1.1 billion interactions that mentioned Pokémon Go on Facebook and Instagram in the month of July” (Adweek, 9 August 2016).  All the while, in recent weeks, many in Europe and elsewhere worry about “burkinis” on the beach, and what others may or may not be wearing in public.  Still others worry about getting jailed for raising their children as vegans.  And people around the globe continue, year after year, to wonder how Americans can tolerate 13,000+ gun deaths annually, running up $500,000,000+ in hospital bills alone, and they struggle to make sense of the American political system. . .  .

Especially in a U.S.A. election year, people in countries from around the globe focus on what’s happening in America. 

We’ll have a look at Global Cultures, as well as at the folks in Global Cultures looking at us.

I am looking forward to meeting you in class on the 29th at 2:00 p.m. in Cina 214.

At your convenience, have a look at the information in your Moodle folder at <https://www.moodle.umn.edu/>.

 

Detailed information on the textbook for the course can be found at <http://www.d.umn.edu/cla/faculty/troufs/anth1095/fstext.html#title>.

 

The text is Understanding Global Cultures: Metaphorical Journeys Through 34 Nations, Clusters of Nations, Continents, and Diversity, Sixth Edition
(Thousand Oaks, CA: SAGE Publications, 2015)

 

Understanding Global Cultures, Sixth Edition (2015)
 is currently available on-line for $98.81 new, and $61.88 used.

[It is also being offered on-line for as much as $333.28, or even more, so be careful to check prices.]

(+ p/h, where applicable, at amazon.com & eligible for FREE Super Saver Shipping on orders over $25).

(20 August 2017)

The exams will be open-book essays constructed from a list of study questions that you help create, so it would be a good idea for you to have your own copy of the text you plan to use in the exams.

For the exams you should normally just need to read the text and other assigned works carefully and be able to discuss them intelligently. That is, you should read these as if you had picked it/them up at an airport or neighborhood bookshop, or read them in the morning or on-line paper, because you were interested in the subject and wanted to know more about the subject, like literally millions of people are doing in everyday life.

PLEASE NOTE: Some students are used to principally memorizing facts in classes. This class is not one where that is the focus. It is about investigating new topics, reading, listening, synthesizing ideas, thinking, exploring, and becoming familiar enough with the various subjects, peoples and places to carry on an intelligent conversation in modern-day society. In short, this class aims to give you practice in critical thinking, and even creativity.

Critical thinking, involving evaluation and synthesis, has long been regarded as essential for success in the modern-day world. In recent years, actually for two decades, creativity has also become central to success, and "process skills" vital to creativity. Process skills involve "strategies to reframe challenges and extrapolate and transform information, and to accept and deal with ambiguity" (Pappano, "Learning to Think Outside the Box," The New York Times EducationLife, 9 February 2014, 8). Laura Pappano, writer in residence at Wellesley Center for Women at Wellesley College, points out that "In 2010 'creativity' was the factor most crucial for success found in an I.B.M. survey of 1,500 chief executives in 33 industries. These days 'creative' is the most used buzzword in LinkedIn profiles two years running" (2014, 8).

Related to that, here are two recent interesting articles, the first from Minnesota Public Radio . . .

How to choose college classes: 6 tips
--Tracy Mumford, Minnesota Public Radio News (10 September 2015)

 

A Memo to My Students
Re: College and the Real World

-- Maryellen Weimer, Faculty Focus (17 August 2016)

With all of the class materials you will be expected to share your ideas and comments with others in the Class Forums and wikis.

It is not accidental that TAPS, Canada’s leading Beer Magazine—in fact it’s THE BEER MAGAZINE—features this these kind of exams in its editorial of Winter 2012, p. 2); at least one major former Editor in Chief thinks it’s message is worth noting and imitating.

 

In a nutshell, this course consists of three main segments:

In a nutshell, ANTH 1080 Understanding Global Cultures consists of three main segments:

  I Orientation and Background (slides)  
         
      Introduction  
      Basic Concepts  
      History  
      Theory  
      Methods and Techniques  
       
  II Explorations  
         
      Comparative / Cross-Cultural  
      Holistic  
      Ethnographic Case Studies from the Real World: Real People . . . Real Places from Around the Globe  
     
  III Student Presentations on Term Research Project
     

 

For the first part of the course much of the material for the week will be presented in the form of text materials and slide materials. In the second section of the semester, once you have mastered the basic information relating to Understanding Global Cultures, we will look (generally comparatively, cf., Main Characteristics of Anthropology in Week 01) at a series of video materials from around the world. The final section will focus on your research projects.

One of the four main characteristics of American Anthropology is fieldwork, "a primary research technique, involving “participant observation," which usually means living among the people one is interested in learning from and about. It would be wonderful if for anthropology classes we could just rent a bus or charter a plane and fly off for a year or more to learn first-hand from the people themselves. Money, time, and practicality prohibit that, so the next best things—when it comes to studying anthropology—is going to places and viewing subjects by video, and we will do a lot of that this semester. More information on Visual Anthropology is available on-line at <http://www.d.umn.edu/cla/faculty/troufs/anth1604/visual_anthropology.html>.

In laying out a course one has many options. Given that time is limited one can, for example, opt for an approach that portrays basic features of a large number of cultures/countries, or one can focus more in-depth on a limited number of topics and cultures/countries. In class, we will focus more in-depth on topics and cultures/countries, focusing on a few rather than many. The readings, on the other hand, presents a broader view, featuring over three dozen cultures/countries/regions. Together, the text plus the in-class materials should give you a "pretty good" Understanding of Global Cultures.

You will find that there is "an awful lot" of materials on-line—maybe even too many!

BUT, you will find the required materials center stage in your Moodle folder. Most of the rest of the materials are optional, but you may find that material useful in working on your class project.

 

Where to start?

Probably the best place is by having a quick look at the "First Day Handout" on-line at <http://www.d.umn.edu/cla/faculty/troufs/anth1095/gcfhandout_first-day.html#title>.

Then have a look at your Moodle Gradebook folder, which gives a nice listing of the actual requirements and due dates for the course. (You'll find the link for that in the upper-left-hand corner of the top of Block 1. See the figure in the “First Day Handout.”)

Then have a look at the "Course Overview" in Block 1 (the top of page one) of your Moodle folder <https://www.moodle.umn.edu/> . See the figure in the “First Day Handout.”

Please heed the earlier word of caution. Moodle recommends that you use the Firefox browser (available free at <https://support.mozilla.org/en-US/kb/update-firefox-latest-version>). The Windows Internet Explorer (IE) occasionally will not display items on your screen. These items will simply not be there on IE when they are fine on Moodle or even on Chrome. Microsoft Word should likewise not be used to cut and paste things to Moodle; bad things can happen to your file if you do—randomly. Almost every time you are asked to enter text in Moodle, you will see the message, “Please do not copy/paste text directly from Microsoft Word. See explanation here <http://www1.umn.edu/moodle/issues.html#10>.” Please pay attention to that request.

 

So once again, welcome to Anth 1080 Understanding Global Cultures. This will be a great course, and a great experience. You will see. . . .

Thanks for signing on for Understanding Global Cultures.

I’m looking forward to seeing you on Tuesday, the 29th, in Cina Hall 214, at 2:00 p.m.

My office hours and contact information (and other regular schedule information) can be found at
<http://www.d.umn.edu/cla/faculty/troufs/anth1602/pcoffice.html>.

Finally, laptops are welcome, in fact encouraged, in the classroom. Many find a laptop quite useful in following the class materials. You can, for example, download all of the slide materials used in class.

Having said that, consider the latest research that suggests that . . .
"For better learning in college lectures, lay down the laptop and pick up a pen" -- Susan M. Dynarski, Evidence Speaks Series, Brookings (10 August 2017).

 

Your Moodle site is now on-line. Have a look at it at <moodle.umn.edu>.

If you have any questions, please do not hesitate to post them on Moodle or e-mail troufs@d.umn.edu.

See you on the 29th.

I hope you enjoy the State Fair weather, or maybe even the State Fair itself.

Best Wishes,

Tim Roufs
Duluth, MN
12 August 2017

P.S. If you are new to the world of "technology" don't worry too much about that. Things may not "work" for you at first, but hang in there and we'll help you along. If you have not used Moodle course management system before, you might find it helpful to view the orientation tutorial.

 

 Moodle 
Canvas

| CampusBooks.com | Amazon.com | Barnes and Noble| ecampus.com | half.com |

Textbook: Understanding Global Cultures

Understanding Global Cultures:
Metaphorical Journeys Through 34 Nations
,
Clusters of Nations, Continents, and Diversity, Sixth Edition
(Thousand Oaks, CA: SAGE Publications, 2015)


Understanding Global Cultures
, Sixth Edition
(2015)
 is currently available on-line for $98.81 new, and $61.88 used.

[It is also being offered on-line for as much as $333.28, or even more, so be careful to check prices.]

(+ p/h, where applicable, at amazon.com & eligible for FREE Super Saver Shipping on orders over $25). (5 March 2017)

 

[contents]

general textbook information

Martin J. Gannon

 Martin J. Gannon
WebSite
<http://www.csusm.edu/coba/about/meet-our-faculty/gannon.html>

Professor, California State University San Marcos
Professor Emeritus, Robert H. Smith School of Business, University of Maryland

(Ph.D., Columbia University) is Professor of International Management and Strategy, College of Business Administration, California State University San Marcos. He is also Professor Emeritus, Smith School of Business, University of Maryland at College Park. At Maryland he held several administrative positions, including the Associate Deanship for Academic Affairs and the Founding Directorship of the Center for Global Business, and received the University's International Landmark Award.

Professor Gannon has been the Senior Research Fulbright Professor at the Center for the Study of Work and Higher Education in Germany and the John F. Kennedy/Fulbright Professor at Thammasat University in Bangkok, and has served as a visiting professor at several Asian and European universities. He has also been a consultant to many companies and government agencies. Professor Gannon has lived and worked in over 25 nations for various periods of time as a visiting professor, consultant, and trainer.


Rajnandini (Raj) K. Pillai

Rajnandini (Raj) Pillai
<http://www.csusm.edu/coba/about/meet-our-faculty/pillai.html>

Professor: California State University San Marcos

Ph.D. Rajnandini “Raj” Pillai (Ph.D., State University of New York at Buffalo, 1994) is a Professor of Management at the College of Business, California State University San Marcos (CSUSM). She is also Executive Director and founding member of the Center for Leadership Innovation and Mentorship Building (CLIMB) at the university. Her areas of research interest are leadership and cross-cultural management. She has published her work on charismatic and transformational leadership, leadership and voting behavior, and cross-cultural differences in organizational justice in The Leadership Quarterly, Journal of Management, and the Journal of International Business Studies. She has also presented her work at regional, national and international conferences and serves on the Academy of Management Teaching Themes Committee. She has also co-edited two books, Teaching Leadership: Innovative Approaches for the 21st Century (2003) and Follower Perspectives on Leadership (2007) and is co-author of the 4th and 5th editions of Understanding Global Cultures with Martin J. Gannon. She serves on the editorial board of The Leadership Quarterly. Rajnandini Pillai has held mid level management positions in the banking industry in India, consulted with organizations in the U.S. on leadership effectiveness, and conducted workshops on leadership and global issues for the local business community. She has received awards for excellence in teaching and research including the College of Business Outstanding Professor Award, the Western Academy of Management Ascendant Scholar Award, the CSUSM President’s Award for Scholarship and Creative Activity, and CSUSM’s highest faculty honor, the Harry E. Brakebill Distinguished Professor Award. -- Maureen Bickley Center

Published By: SAGE Publications, Thousand Oaks, CA, 2015

Pages: 680

ISBN-10: 1483340074
ISBN-13: 978-1483340074

Description:

"In the fully updated Sixth Edition of Understanding Global Cultures: Metaphorical Journeys Through 34 Nations, Clusters of Nations, Continents, and Diversity, authors Martin J. Gannon and Rajnandini Pillai present the cultural metaphor as a method for understanding the cultural mindsets of individual nations, clusters of nations, continents, and diversity in each nation. A cultural metaphor is any activity, phenomenon, or institution that members of a given culture consider important and with which they identify emotionally and/or cognitively, such as the Japanese garden and American football. This cultural metaphoric approach identifies three to eight unique or distinctive features of each cultural metaphor and then discusses 34 national cultures in terms of these features. The book demonstrates how metaphors are guidelines to help outsiders quickly understand what members of a culture consider important."

 

"In summary, this is a significant book . . . for a multitude of audiences, including scholars, practitioners, students, expatriates, travelers, and those who are simply interested in culture. . . . This book is also an ideal reference tool, since the metaphors are easy to remember yet rich in contextual value and are presented in a logical structure for quick consultation. Overall, this book is enormously appealing, genuinely useful, and a worthy addition to any collection." -- Thunderbird International Business Review (reviewing the Third Edition)

"In Understanding Global Cultures, Fourth Edition, authors Martin J. Gannon and Rajnandini Pillai present the cultural metaphor as a method for understanding the cultural mindsets of individual nations, clusters of nations, and even continents. The fully updated Fourth Edition continues to emphasize that metaphors are guidelines to help outsiders quickly understand what members of a culture consider important. This new edition includes a new part structure, three completely new chapters, and major revisions to chapters on American football, Russian ballet, and the Israeli kibbutz.'

This book describes a method, the cultural metaphor, for understanding easily and quickly the cultural mindset of a nation and comparing it to those of other nations. In essence, the method involves identifying some phenomenon, activity or institution of a nation’s culture that all or most of its members consider to be very important and which they identify closely. Metaphors are not stereotypes. Rather, they rely upon the features of one critical phenomenon in a society to describe the entire society. The characteristics of the metaphor then become the basis for describing and understanding the essential features of the society. For example, the Italians invented the opera and love it passionately. Five key characteristics of the opera are the overture, spectacle and pageantry, voice, exteriority, and the interaction between the lead singers and the chorus. These features are used to describe Italy and its cultural mindset. Thus the metaphor is a guide or map that helps the student of foreigner understand quickly what members of a society consider to be very important.

The generic types of cultural frameworks developed by Triandis and Fiske, and the torn and cleft culture framework developed by Huntington, form the underpinning of the book. These frameworks allow the reader to gain new insight into various cultural metaphors and to begin to address the challenging issue of integrating cultural and economic perspectives.

 Moodle 
Canvas

Understanding Global Cultures:
Metaphorical Journeys Through 34 Nations
,
Clusters of Nations, Continents, and Diversity, Sixth Edition
, 2015

Table Of Contents

Afghanistan

[Afghanistan] [your-nation.com] [OnlineNewspapers.com]

Preface: Understanding Cultures in Depth
 
PART I: INTRODUCTION
Chapter 1: Understanding Cultural Metaphors
PART II: AUTHORITY RANKING CULTURES
Chapter 2: The Thai Kingdom
Chapter 3: The Japanese Garden
Chapter 4: Bedouin Jewelry and Saudi Arabia
Chapter 5. Dòn Gánh: The Two Sides of Vietnam
Chapter 6: Kimchi and Korea
 
PART III: SCANDINAVIAN EGALITARIAN CULTURES
Chapter 7: The Swedish Stuga
Chapter 8: The Finnish Sauna
Chapter 9: The Danish Christmas Luncheon
PART IV: OTHER EGALITARIAN CULTURES
Chapter 10: The German Symphony
Chapter 11: Irish Conversations
Chapter 12: The Canadian Backpack and Flag
Chapter 13. Australian Outdoor Recreational Activities
Chapter 14: French Wine
PART V: MARKET PRICING CULTURES
Chapter 15: American Football
Chapter 16: The Traditional British House
 

f2017 Understanding Global Cultures Midterm Exam will be in class, Week 7 Day 13, Tuesday, 10 October 2017

REM: Bring your Laptop
Laptop
Firefox
Moodle Exams (and everything else on Moodle) works best with a Firefox

browser. If you do not have a Firefox browser on your laptop, download one (it's free).
 
PART VI: CLEFT NATIONAL CULTURES
Chapter 17: The Malaysian Balik Kampung
Chapter 18: The Israeli Kibbutzim and Moshavim
Chapter 19: The Italian Opera
Chapter 20: Belgian Lace
PART VII: TORN NATIONAL CULTURES
Chapter 21: The Mexican Fiesta
Chapter 22: The Turkish Coffeehouse
PART VIII: THE BASE CULTURE AND ITS DIFFUSION ACROSS BORDERS (CLUSTERS OF NATIONS): THE EXAMPLE OF CHINA
Chapter 23: China’s Great Wall and Cross-Cultural Paradox
Chapter 24: The Chinese Family Altar: The Expatriate Chinese Outside of China
Chapter 25: The Singapore Hawker Centers
PART IX: INDIA, TRADITION, MODERNITY, AND DIVERSITY
Chapter 26: India: The Dance of Shiva
Chapter 27: India: A Kaleidoscope of Diversity
PART X: AN AFRICAN PERSPECTIVE
Chapter 28: The Nigerian Marketplace
Chapter 29. South African Townships
Chapter 30: The Sub-Saharan African Bush Taxi
PART XI: THE STRUGGLE FOR CULTURAL IDENTITY AND THE SPLINTERING OF NATIONS: THE CASE OF THE RUSSIAN EMPIRE
Chapter 31: The Russian Ballet
Chapter 32. Estonian Singing
Chapter 33: The Polish Village Church
PART XII: SAME METAPHOR, DIFFERENT MEANINGS
Chapter 34: The Spanish Bullfight
Chapter 35: The Portuguese Bullfight

PART XIII. POPULAR MUSIC AS CULTURAL METAPHORS

Chapter 36: The Brazilian Samba
Chapter 37: The Argentine Tango
PART XIV. OVERLAPPING CULTURAL METAPHORS FOR GEOGRAPHICALLY RELATED NATIONS
Chapter 38. Cultural Metaphors for the Caribbean
  Conclusions
 
References
Index
About the Authors
 
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