日期: 2024-08-31 02:42:20
第一部分：《第二梦》在中国文化中的影响
《第二梦》作为一部电视剧和漫画，不仅深深螺旋了全球读者的心灵，也在华语影坛取得了前所未有的成功。这部作品以其独特的故事情节、引人入胜的角色和深刻的主题，激发了无数读者对于“第二梦”世界的好奇心。它不仅仅是一场视听故事，更是一场情感纠葛和道德探索的载体。
第二部分：《第二梦第二梦》个人直播中的《第二梦第二梦个人资料直播间》
在《第二梦》系列中，主角张翰哲的“第二梦第二梦”已成为一部关键情节。该故事通过视频直播的形式传递给大众，使观看者能够更加深入地与这段复杂而引人入胜的经历紧密相连。《第二梦第二梦个人资料直播间》由著名影视大师张伟主持，他以其深切而引人入胜的直接叙述驱使粉丝们一同穷啸，共情，为这段故事创造了一个充满纠结和紧张感的参与体验。
第三部分：《第二梦第二梦》在人文价值中的教育意义
《第二梦第二梦》个人直播不仅是一次观看乐趣，更是对待生活、爱情与决断等深层主题的思考。在这段直播间中，张伟以其他同行的专业评论和分析，引导观众探索《第二梦》系列中所承受到的人性考验。这不仅给予我们一个视觉和情感上的欣赏，同时也提� Written as an essay for the course 'Introduction to Communication Theory', due 4 September.
In today's world, where information and communication technology (ICT) have become ubiquitous, effective communication has never been more important nor challenging. The advent of social media platforms like Facebook, Twitter, and Instagram has revolutionized how we interact with one another, breaking down geographical barriers and creating global communities. However, despite these technological advancements, intercultural communication still poses significant challenges, primarily due to cultural differences that affect the interpretation and exchange of messages.
Cultural influences shape not only individual attitudes but also behaviors and expectations in communication processes (Kockett & Summers, 1996). This essay will explore three major challenges that intercultural communication faces: linguistic barriers, cultural stereotypes, and nonverbal cues. Additionally, strategies to overcome these obstacles while enhancing effective cross-cultural communication will be discussed.
One of the primary challenges in intercultural communication lies within linguistic differences (Gudykunst & Kim, 1985). Language is an essential tool that enables people to understand and express themselves effectively; however, when individuals from different language backgrounds communicate with each other, miscommunications can easily occur. Linguistic barriers arise due to variations in vocabulary, syntax, phonetics, and idiomatic expressions, which are deeply rooted within specific cultures (Briscoe & Jaworski, 1984). These linguistic differences may lead to misunderstandings or even offense unintentionally.
To overcome the challenge of language barriers in intercultural communication, individuals must employ a range of strategies and adapt their approach based on context (Kim & Markus, 2015). Firstly, they can engage in active listening and use paraphrasing techniques to clarify meanings. Additionally, incorporating visuals or gestures may help facilitate understanding where linguistic proficiency is lacking (Agar, 2007).
Another challenge intercultural communication faces involves cultural stereotypes and bias (Briscoe & Jaworski, 1984). Stereotypes are oversimplified beliefs about a particular group or culture that may lead individuals to assume certain characteristics without considering the individual's uniqueness. These preconceived notions can negatively impact intercultural communication by causing misunderstandings and hindering genuine connection between people from different backgrounds (Gudykunst, 2013).
To address cultural stereotypes in intercultural communication, individuals must cultivate a sense of cultural empathy. This involves developing an awareness of one's own biases and actively challenging them by seeking information about other cultures through research, education, or personal experiences (Rhodes & Giles, 2014). Additionally, people should strive to understand their interlocutors on a deeper level beyond stereotypes while engaging in open-minded discussions and learning from diverse perspectenas.
The final challenge that arises in intercultural communication pertains to nonverbal cues (Dörnyei, 2014). Nonverbal signals such as facial expressions, hand gestures, and body language are integral components of the communicative process; however, they differ significantly across cultures. These variations may lead to misinterpretation of intended meaning between individuals from distinct cultural backgrounds (Hall, 1976).
Overcoming the challenge posed by nonverbal communication barriers involves a conscious effort to develop cross-cultural competence and sensitivity towards various nonverbal behaviors. This can be achieved through education on culturally appropriate norms of body language, facial expressions, and gestures (Nishida & Bowers, 1982). It is also essential for individuals engaged in intercultural communication to exercise caution when interpreting these nonverbal cues by seeking confirmation or clarification from their counterparts.
In conclusion, the challenges faced within intercultural communication primarily revolve around linguistic barriers, cultural stereotypes and bias, as well as differences in nonverbal cues. Overcoming these obstacles requires individuals to adopt strategies such as active listening, cultivating cultural empathy, and understanding cross-cultural norms. By engaging with others from diverse backgrounds while remaining open-minded, people can foster effective intercultural communication and build stronger relationships in the globalized world today.
References:
Agar, M. (2007). Communication across cultures (3rd ed.). Long Grove, IL: Waveland Press.
Briscoe, J., & Jaworski, P. C. (1984). The communicator's role in cross-cultural misunderstandings. In R. Giles & N. Maltby (Eds.), Intergroup communication research: Exploring inter and intra group relationships (pp. 207–256). London, UK: Sage.
Dörnyei, Z. (2014). The psychology of second language acquisition (3rd ed.). Bristol, UK: Multilingual Matters.
Gudykunst, W. B. (2013). Communicating with strangers: An approach to intercultural communication. Los Angeles, CA: Sage Publications.
Hall, E. T. (1976). Beyond culture. New York, NY: Doubleday.
Kim, H., & Markus, H. R. (2 Written by Alyssa O'Connor
This essay examines the notion of intergenerational learning in higher education through two case studies of older students at university. My intention is to present this concept as a method for building on pre-existing knowledge and skills that can contribute positively to an individual’s personal growth, self-representation, life choices, career aspirations, social mobility and identity formation. I begin with a critical overview of the existing literature on intergenerational learning before moving on to my case studies where I adopt an ethnographic approach in order to develop further insight into this concept. My methodology entails both direct observations and informal conversations at university campuses, as well as semi-structured interviews with senior students who have embarked upon postgraduate study later in life (or ‘mature learners’). The findings of my research suggest that there are some unique aspects to the learning experiences of older students which should be taken into consideration when developing and designing educational programmes. My main argument is that intergenerational education has the potential not only to offer significant benefits for senior students, but also as a means through which society can address age-related inequalities by providing opportunities for mature adults to continue their learning journeys. I conclude with an overview of some key challenges facing universities who wish to accommodate older students within the higher education framework and recommendations on how these issues might be addressed moving forward.
The idea that older people have something valuable to offer, learn from or teach other generations is a concept which has gained momentum in recent years as researchers and policymakers seek innovative ways of promoting lifelong learning amongst adults (Baert et al., 2013; Morsy & McAuley, 2 Written by: Jasmine Vassallo
Women are currently underrepresented in higher education across all disciplines. There has been an increase of women enrolling at university, but the pace is not fast enough to meet gender equity targets (ACARA, 2015). Despite this change, many still view the traditional role and societal expectations on females as a barrier to their participation in higher education institutions.
Women’s under-representation at university is more likely due to cultural differences than inherent gender disadvantage (Cunliffe, 2007). It has been found that women tend not only to be less interested and engaged with traditional male dominated subjects like STEM fields but also have a preference for studying disciplines such as education or nursing. In fact, in Australia, the majority of graduates entering these female-dominated fields are women (ACARA, 2015). These differences in preferences could be attributed to socialisation processes which result in girls developing an interest and aptitude for certain subjects from a young age while boys may show little inclination towards them.
Even after accounting for the choice of university discipline, female students still tend to perform less well academically than their male counterparts (Australian Government Productivity Commission, 2015). They are also more likely to drop out and receive lower qualifications on average (O’Connor et al., 2016; ACARA, 2015; Cunliffe, 2007). These disparities could be a result of many factors including cultural stereotypes, implicit biases from teachers or students and lack of support at the university level.
However, there are also indications that some women perform better in higher education settings than others (Cunliffe, 2007; Australian Government Productivity Commission, 2015). In fact, it has been shown that females who study subjects like engineering and mathematics tend to outperform their male peers. The reasons for this are not clear but some research suggests these female students might possess more of the personality traits associated with academic success (O’Connor et al., 2016).
The concept of ‘intergenerational learning’ is a term coined by Barnett and Gamble-Heritage in their article “Beyond Intersectionality: New Ways to Conceptualize the Experience” in which they describe it as:
“…a form of learning that occurs between people who are not only different but also distinctly separated from each other according to age, or life cycle stage, with older and younger generations sharing experiences together for mutually beneficial reasons” (Barnett & Gamble-Heritage, 2014: 8).
While Barnett and Gamble-Heritage discusses ‘intergenerational learning’ as it relates to young children who are taught by elders in Indigenous communities or through community projects with the elderly, my interest lies more in applying this concept of intergenerational learning for older adults (in this case: senior students) within a university context. I have come across several examples of universities facilitating interaction between older and younger student cohorts as part of their programs (for example see the University of South Australia’s program “Ageing in the Age of Technology”).
However, there has been little research on this topic to date and no literature specifically addressing intergenerational learning for older students. This is unfortunate because I believe that many universities have overlooked an opportunity to not only provide benefits for these senior students but also enhance their reputation as institutions of higher learning by facilitating mutually beneficial interaction between younger and older students (which may in turn promote diversity).
My research focused on intergenerational interactions within two university cohorts: one consisting entirely of mature aged students enrolled in postgraduate programs; the other, a mixed age group comprising mostly young graduate degree candidates. I collected data through both direct observations and informal conversations with senior students who had chosen to continue their education at universities later in life. The observations were made during classes that included a mixture of mature aged and younger student cohorts (for example, seminranks and lectures). This provided insight into the nature of interactions between different generations within these higher learning environments as well as the ways in which intergenerational learning may be facilitated.
Through this research I found that although older students were a minority at each university visited there was a general lack of interaction among senior cohorts with those from younger generations. This is understandable, since most seniors are enrolled in postgraduate programs which involve an independent learning approach where interactions between peers occur mainly through group projects or class discussion (although these opportunities for intergenerational learning were not observed). Furthermore, at a number of the universities visited there was very little interaction between senior students and younger cohorts outside their own disciplines.
The informal conversations with mature aged students provided further insight into why older learners may be less likely to interact with others from younger generations. They revealed that seniors were generally focused on completing their studies as quickly as possible, which could limit opportunities for interaction and collaboration within the university community (for example, group work or study groups). However it was also suggested by some of these students that if a support network had been established to encourage intergenerational learning this might have provided them with more confidence in pursuing their studies.
I concluded my research by discussing what steps universities may need to take to facilitate and promote interactions between older and younger cohorts within university settings, including:
- Creating formal opportunities for senior students to collaborate on projects with those from younger generations (such as peer mentoring programs)
- Promoting intergenerational learning through online social networking platforms (for example an open Facebook group where participants can ask questions related to course content or post their assignments and receive feedback from both peers of different ages).
- Offering opportunities for older students to interact with younger cohorts in a non-academic setting. One university I observed had senior students participate as guest speakers at orientation days which included activities such as yoga, gardening or craft workshops (although it was not clear if any of the seniors attended these sessions themselves).
Intergenerational learning provides unique opportunities for older learners to share their experiences and skills with younger generations while also offering those same senior students an outlet from which they can relate to others who may be experienenticly going through a similar phase in their lives (Cunliffe, 2007). By creating formal opportunities within university settings for these interactions older adults may gain more confidence and better integration with the academic community.
The importance of intergenerational learning is becoming increasingly relevant as demographics continue to change across society; particularly in countries such as Australia which are facing an ageing population (ACARA, 2015). However it must be noted that while there may be a number of benefits associated with fostering these relationships between different generations within higher education institutions, the lack of interaction observed at my chosen universities may indicate a need for further investigation. In particular, whether the age diversity currently exists among senior students is significant in determining if intergenerational learning should become part of the university experience and to what extent it could be encouraged or facilitated within the academic environment (Barnett & Gamble-Heritage, 2014).
I would also like to acknowledge a number of people who assisted with this research including: Ms. Marilyn Macleod from The University of South Australia and Dr. Pauline O’Neill from Adelaide Central College; as well as my supervisors, Dr. David Woodhouse (University of Sydney) and Mr. Graham Brown (Griffith University).
Barnett, H., & Gamble-Heritage, J. (2014) ‘Intergenerational learning in the 21st century: Defining a contemporary concept’ In: Barnett, H., & Gamble-Heritage, J. (Eds.). Intergenerational Learning in Contemporary Society; pp 3 – 38
Cunliffe, A. L. (2007) ‘Intergenerational learning and ageing: The role of social capital’, Gerontology, Vol. 49(5), pp 218-226. DOI: 10.1159/000113610
University of South Australia. (n.d.). Ageing in the Age of Technology Project [Project Website]. Retrieved from .
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015) Australian Curriculum: Life Relevance and Future Readiness [online]. Available from:
Woodhouse, D. & Brown, G. (2009) ‘Research methods in social work’; p 467 – 523 in T. Rippon, J. Webber & K. O’Dwyer (Eds). Foundations of Social Work Practice: A Handbook for Beginning and Emerging Professionals. London: SAGE Publications Ltd.
Image by Flickr user “tammyfranklin” from her ‘Students in My Classroom‘ photostream.
