The majority of the EU Member States have some form of collect redress mechanism but the problem lies in the fact that they differ from member state to member state. Up to this point they have proven to be “limited in scope and effectiveness” as a high percentage of these redress mechanisms are usually limited to national claims. In June 2013, the European Commission put out the Recommendation on ‘common principles for injunctive and compensatory collective redress mechanisms in the Member States concerning violations of rights granted under Union Law’. Collective redress mechanisms involve situations whereby similar infractions committed by the same business or a group of businesses has caused harm or could have caused harm to a group of individuals and/or businesses. A collective redress mechanism
The authors present the Supervisor Multicultural Competence Inventory (SMCI), a comprehensive framework of multicultural supervision competencies. The authors organized the SMCI guidelines for developing competencies into six domains. The first domain is supervisor-focused personal development and the second domain is supervisee focused personal development. The third domain is conceptualization, which refers to promoting an understanding of the impact of individual and contextual factors on clients’ lives. The fourth domain is skills, which refers to practicing relevant and sensitive interventions when working with diverse clientele.
Piper finds it is difficult to map from societal cultures to nations and vice versa. For example, America and Canada could be considered the same ‘nations’ because of the similar cultures. The authors identify that cultures and their nations are not clearly defined. To put the definitions into the Canadian context Richard Spaulding in “Peoples as national minorities: A review of Will Kymlicka’s arguments for aboriginal rights from a self-determination perspective” and Kymlica both discuss Aboriginals who have guaranteed national minority rights like the Quebecois but do not have the same equal rights due to various groups within the Aboriginals who are unique in culture. A.S.M Anwarullah Bhuiyan in “A Critical Response to Will Kymlicka’s View of Multiculturalism” mentions that national minorities deserve fair treatment by the state, but the Indigenous have lost their societal culture due to an unjust societal system.
As a communication scholar, Miriam Shoshana Sobre-Denton focuses her research on intercultural communication. She pursues various tracks that are nested under intercultural communication including cosmopolitanism and virtual cosmopolitanism, often using qualitative methods with a focus on autoethnography and the critical intercultural perspective for analysis. Sobre-Denton approaches cosmopolitanism, the study of interconnectedness and how humans are simultaneously local and global, from both a post-colonialism and globalization studies perspective. Within the last five years, Sobre-Denton and Bardhan (2013) published a book titled Cultivating cosmopolitanism for intercultural communication: Communicating as a global citizen and consistently
Each story goes through different cultures with many diverse characteristics. The Stories of “The Wonderful Birch” and “The Egyptian Cinderella” , each a different variation of Cinderella, have different patterns of characteristics. The cultures of these stories have different economics, achievements, religions ,and social necessities. Even though you will see recurring patterns, the stories are very different at heart. To begin with, “The Wonderful Birch” leads you to know about different
Multicultural competence is the ability to interact effectively with people of different cultures. There are four major components present when discussing multicultural competence: (1) the individual (me) must be aware of one’s own cultural views, (2) know one’s attitude towards cultural differences, (3) Knowledge of different cultural practices and worldviews, and (4) having cross-cultural skills (Adapted from class 2 and 3 definitions handout, as adapted from Pope, R.L. & Reynolds, A. L. (1997)). How does one gain this competency? Is it ever truly obtainable?
Many people change in certain situations they are presented in according to different cultures and religious views. Every culture has different perspectives and views of their heroes. In the epic Beowulf (Heaney 2000) and the film Beowulf and Grendel (Gunnarsson 2005) you can see how each have different values and beliefs of the mighty geat hero Beowulf. Even though they illustrate the same language and culture they differ in many ways. Throughout the film, Beowulf and Grendel, Beowulf’s character changes over the course of the film illustrating to us the idea that it is not easy to comprehend what the difference is between what is good and evil in a culture.
Moral codes are developed in various areas and time periods, no moral code is better than others, and there are some codes that are universal. In different areas of the world they have distinct cultures and religions. One of the reasons for this is that they were geographically separated. Continents of north and south America and Europe were alienated from each other because of the thousands of miles of water. It was not until Columbus discovered America in 1492 were the two worlds introduced to each other.
Defining Popular Music ‘Popular music’ is a term that currently and historically has relied on varied interpretation to function. It is difficult to present a fixed definition of the term due to the problematic research methods/approaches coming from a variety of backgrounds that have allowed us to arrive at this point. The lack of consensus in the academic realm surrounding exactly what encompasses popular music and whether or not it should be a discipline of it’s own, alongside problematic relational studies has blurred the academic lines of popular music studies. This lack of agreement has also potentially influenced media scepticism and pushed a narrative that has hindered the term ‘popular music’ from a non-academic angle. The Centre
Cultural Differences in Child Attachment and The Universality of Attachment Theory Although attachment theory has been widely accepted, its universality is controversial. Some research support its validity across cultures, some do not. The main critique about the universality of attachment theory is that it is based especially on research that is conducted in Euro-Western populations. This causes suspicions about whether attachment theory is valid across diverse cultures. In this paper, I will present a literature review of four cross-cultural research to examine the universality of attachment theory.
Our behaviors seem to be much different than other prominent species and the underlying motivations for these behaviors are not entirely understood. Behavioral variances have many facets, and one would have difficulty identifying one single facet as more significant than the others. Based on the information provided in this chapter, I believe some behavioral variances can be traced back to the idea of
However, it is necessary to inform interviewees the particular purpose of the follow-up study. Regarding response formatting, there are some issues which should be considered. Five response options were arranged in the following order (from left to right): (1) No, (2) Sub, (3) Yes, (7) Ref, (8) DK. First, even though the five-option response is not a scale, it appears illogical in this arrangement when option “Yes” is put at the middle while two sides of the response contain option “No” or “Ref” and “DK.” Second, the coding numbers of five response options are not consistent with 1, 2, 3, and 7, 8., which may cause confusion in the coding process. Third, coding numbers do not always have labels that may be inconvenient for interviewers to code during the interviews.