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| barnga: BARNGA: A Simulation Game on Culture Clashes Sivasailam Thiagarajan, 2006 |
| barnga: Multicultural Counseling Jerry Trusty, 2002 Multicultural Counseling - Context, Theory & Practice & Competence |
| barnga: Barnga Sivasailam Thiagarajan, Barbara Steinwachs, 1990 BARNGA places people in a situation where they experience the shock of realizing that in spite of many similarities, people from another culture have differences in the way they do things. Players learn that they must understand and reconsile these differences. For 9 or more participants to play in 45 minutes to 1 1/2 hours. |
| barnga: Human Interface and the Management of Information. Information-Rich and Intelligent Environments Sakae Yamamoto, Hirohiko Mori, 2021-07-03 The two-volume set LNCS 12765-12766 constitutes the refereed proceedings of the thematic area Human Interface and the Management of Information, HIMI 2021, which was held as part of HCI International 2021 and took place virtually during July 24-29, 2021. The total of 1276 papers and 241 posters included in the 39 HCII 2021 proceedings volumes was carefully reviewed and selected from 5222 submissions. The papers included in the HCII-HIMI volume set were organized in topical sections as follows: Part I: Information presentation; visualization and decision making support; information in VR and multimodal user interfaces; Part II: Learning in information-rich environments; supporting work, collaboration and design; intelligent information environments. |
| barnga: Human Interface and the Management of Information. Interacting with Information Sakae Yamamoto, Hirohiko Mori, 2020-07-10 This two-volume set LNCS 12184 and 12185 constitutes the refereed proceedings of the Thematic Area on Human Interface and the Management of Information, HIMI 2020, held as part of HCI International 2020 in Copenhagen, Denmark.* HCII 2020 received a total of 6326 submissions, of which 1439 papers and 238 posters were accepted for publication after a careful reviewing process. The 72 papers presented in the two volumes were organized in the following topical sections: Part I: information presentation and visualization; service design and management; and information in VR and AR. Part II: recommender and decision support systems; information, communication, relationality and learning; supporting work, collaboration and creativity; and information in intelligent systems and environments. *The conference was held virtually due to the COVID-19 pandemic. |
| barnga: Human Interface and the Management of Information. Information and Knowledge in Applications and Services Sakae Yamamoto, 2014-06-06 The two-volume set LNCS 8521 and 8522 constitutes the refereed proceedings of the Human Interface and the Management of Information thematic track, held as part of the 16th International Conference on Human-Computer Interaction, HCII 2014, held in Heraklion, Greece, in June 2014, jointly with 13 other thematically similar conferences. The total of 1476 papers and 220 posters presented at the HCII 2014 conferences were carefully reviewed and selected from 4766 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers accepted for presentation thoroughly cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. This volume contains papers addressing the following major topics: e-learning and e-education; decision support; information and interaction in aviation and transport; safety, security and reliability; communication, expression and emotions; art, culture and creativity; information and knowledge in business and society. |
| barnga: Intelligent Human Systems Integration 2021 Dario Russo, Tareq Ahram, Waldemar Karwowski, Giuseppe Di Bucchianico, Redha Taiar, 2021-01-25 This book presents cutting-edge research on innovative human systems integration and human–machine interaction, with an emphasis on artificial intelligence and automation, as well as computational modeling and simulation. It covers a wide range of applications in the area of design, construction and operation of products, systems and services. The book describes advanced methodologies and tools for evaluating and improving interface usability, new models, and case studies and best practices in virtual, augmented and mixed reality systems, with a special focus on dynamic environments. It also discusses various factors concerning the human user, hardware, and artificial intelligence software. Based on the proceedings of the 4th International Conference on Intelligent Human Systems Integration (IHSI 2021), held on February 22–24, 2021, the book also examines the forces that are currently shaping the nature of computing and cognitive systems, such as the need to reduce hardware costs; the importance of infusing intelligence and automation; the trend toward hardware miniaturization and optimization; the need for a better assimilation of computation in the environment; and social concerns regarding access to computers and systems for people with special needs. It offers a timely survey and a practice-oriented reference guide for policy- and decision-makers, human factors engineers, systems developers and users alike. |
| barnga: AI 2009: Advances in Artificial Intelligence Ann Nicholson, Xiaodong Li, 2009-11-09 We are pleased to present this LNCS volume, the Proceedings of the 22nd A- tralasianJointConferenceonArti?cialIntelligence(AI2009),heldinMelbourne, Australia, December 1–4,2009.This long established annual regionalconference is a forum both for the presentation of researchadvances in arti?cial intelligence and for scienti?c interchange amongst researchers and practitioners in the ?eld of arti?cial intelligence. Conference attendees were also able to enjoy AI 2009 being co-located with the Australasian Data Mining Conference (AusDM 2009) and the 4th Australian Conference on Arti?cial Life (ACAL 2009). This year AI 2009 received 174 submissions, from authors of 30 di?erent countries. After an extensive peer review process where each submitted paper was rigorously reviewed by at least 2 (and in most cases 3) independent revi- ers, the best 68 papers were selected by the senior Program Committee for oral presentation at the conference and included in this volume, resulting in an - ceptance rate of 39%. The papers included in this volume cover a wide range of topics in arti?cial intelligence: from machine learning to natural language s- tems, from knowledge representation to soft computing, from theoretical issues to real-world applications. AI 2009 also included 11 tutorials, available through the First Australian Computational Intelligence Summer School (ACISS 2009). These tutorials – some introductory, some advanced – covered a wide range of research topics within arti?cial intelligence, including data mining, games, evolutionary c- putation, swarm optimization, intelligent agents, Bayesian and belief networks. |
| barnga: Transforming Learning Kathy L. Guthrie, Daniel M. Jenkins, 2020-06-01 In this companion manual to The Role of Leadership Educators: Transforming Learning, this text was developed to fill a significant resource gap in leadership education. In response to this gap, as well as leadership educators’ call for professional development related to teaching and learning, this text is grounded in the college teaching and leadership education literature. Filled with 60 learning activities for diverse contributors, this book offers a hands-on resource for leadership educators to use when facilitating leadership learning opportunities. Each learning activity includes learning outcomes, activity instructions, facilitation notes, and additional resources offered by the author. The text is organized by the pedagogical methods covered in The Role of Leadership Educators: Transforming Learning. Pedagogical methods covered include Discussion, Case Studies, Reflection, Team-Based Learning, Service Learning, Self- and Peer-Assessments, Role-Play, Simulation, Games, and Art. Each chapter contains six learning activities for each pedagogical method, four focused in instructional strategies (curricular, co-curricular, technology-enhanced, followership-focused) and two in learning assessment strategies (curricular and co-curricular). |
| barnga: Human Interface and the Management of Information. Visual Information and Knowledge Management Sakae Yamamoto, Hirohiko Mori, 2019-07-08 This two-volume set LNCS 11569 and 11570 constitutes the refereed proceedings of the Thematic Area on Human Interface and the Management of Information, HIMI 2019, held as part of HCI International 2019 in Orlando, FL, USA. HCII 2019 received a total of 5029 submissions, of which 1275 papers and 209 posters were accepted for publication after a careful reviewing process. The 91 papers presented in the two volumes were organized in topical sections named: Visual information; Data visualization and analytics; Information, cognition and learning; Information, empathy and persuasion; Knowledge management and sharing; Haptic and tactile interaction; Information in virtual and augmented reality; Machine learning and intelligent systems; Human motion and expression recognition and tracking; Medicine, healthcare and quality of life applications. |
| barnga: More Like Life Itself Cory Wright-Maley, 2018-10-01 John Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways. Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself. |
| barnga: Agent-Based Modeling Meets Gaming Simulation K. Arai, H. Deguchi, H. Matsui, 2006-10-10 This collection of excellent papers cultivates a new perspective on agent-based social system sciences, gaming simulation, and their hybridization. Most of the papers included here were presented in the special session titled Agent-Based Modeling Meets Gaming Simulation at ISAGA2003, the 34th annual conference of the International Simulation and Gaming Association (ISAGA) at Kazusa Akademia Park in Kisarazu, Chiba, Japan, August 25–29, 2003. This post-proceedings was supported by the twenty-?rst century COE (Centers of Excellence) program Creation of Agent-Based Social Systems Sciences (ABSSS), established at the Tokyo Institute of Technology in 2004. The present volume comprises papers submitted to the special session of ISAGA2003 and provides a good example of the diverse scope and standard of research achieved in simulation and gaming today. The theme of the special session at ISAGA2003 was Agent-Based Modeling Meets Gaming Simulation. Nowadays, agent-based simulation is becoming very popular for modeling and solving complex social phenomena. It is also used to arrive at practical solutions to social problems. At the same time, however, the validity of simulation does not exist in the magni?cence of the model. R. Axelrod stresses the simplicity of the agent-based simulation model through the “Keep it simple, stupid” (KISS) principle: As an ideal, simple modeling is essential. |
| barnga: Les projets de télécommunication interculturels Manuela Zeilinger-Trier, 2007 Cette recherche qui relève de la didactique des langues consiste à étudier les conditions optimales d'utilisation de la télécommunication dans l'enseignement / apprentissage scolaire de l'allemand en France. Il s'agit d'une étude de cas, qui se fonde sur l'analyse d'un projet de télécommunication mené entre une classe de seconde en France et sa classe partenaire en Allemagne. Nous menons une réflexion théorique sur l'apprentissage d'une langue étrangère, portant un intérêt particulier aux spécificités de la télécommunication utilisée à des fins didactiques, la démarche de projet et l'apprentissage interculturel. Nous procédons ensuite à une analyse de données recueillies lors de notre projet afin de déterminer les éléments constitutifs d'un projet de télécommmunication efficace. Enfin nous abordons la question de la formation des enseignants, faisant des propositions pour une conception de la formation adaptée aux besoins de l'enseignement / apprentissage scolaire des langues. |
| barnga: Educating Culturally Responsive Teachers Ana Maria Villegas, Tamara Lucas, 2002-01-01 Provides a coherent framework for preparing teachers to work with a diverse student population. |
| barnga: Family Life Education Carol A. Darling, Dawn Cassidy, Sharon M. Ballard, 2022-06-29 Contemporary family life educators operate within a wide range of settings and with increasingly varied populations and families. In the fourth edition of Family Life Education, Carol Darling and Dawn Cassidy are pleased to have Sharon Ballard join in the process of exposing readers to the diverse landscape of the field while laying a comprehensive, research-based, and practical foundation for current and future family life educators. The authors, who are CFLE Certified, consider the Certified Family Life Educator credential requirements of the National Council on Family Relations throughout the text. Their broad overview of the field includes a brief history and discussion of family life education as an established profession. New to this edition is the inclusion of several models that provide insight into the discipline and practice. There is expanded information about working with diverse audiences and the skills needed to be a culturally competent family life educator. The addition of the personal experiences and reflections of 17 family life educators working in a variety of settings provides a meaningful context to the continuing evolution and importance of family life education in society. The authors incorporate theory, research, and practice while also providing guidelines for planning, implementing, and evaluating family life education programs. Content on sexuality education, relationship and marriage education, and parenting education highlights some of the more prevalent trends and visible forms of family life education. Comments from 35 international colleagues representing 27 countries and 6 continents facilitate understanding the role of family life education in various international settings. The provision of interactive classroom exercises focuses on building awareness, appreciation of diversity, and global trends. Discussion questions and activities encourage readers to examine issues and apply what they have learned. |
| barnga: Facilitating Multicultural Groups Christine Frances Hogan, 2007 Based on research and facilitator experiences, it advises how to adapt learning materials to suit specific situations and offers techniques to deal with conflict.--BOOK JACKET. |
| barnga: Crossing Cultures Nakiye Avdan Boyacigiller, Richard Alan Goodman, Margaret E. Phillips, 2004-08-02 This key book provides teachers and trainers with proven methods for developing coping strategies and problem solving skills in the cross-cultural arena. |
| barnga: Race, Equity, and the Learning Environment Frank Tuitt, Chayla Haynes, Saran Stewart, 2023-07-03 At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students.Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students’ varying social, psychological, physical and/or emotional needs.This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the “whole” student in the teaching and learning process. |
| barnga: Agent-Based Simulation: From Modeling Methodologies to Real-World Applications Takao Terano, Hajime Kita, Toshiyuki Kaneda, Kiyoshi Arai, Hiroshi Deguchi, 2006-06-18 Agent-based modeling/simulation is an emerging field that uses bottom-up and experimental analysis in the social sciences. Selected research from that presented at the Third International Workshop on Agent-Based Approaches in Economic and Social Complex Systems 2004, held in May 2004 in Kyoto, Japan, is included in this book. The aim of the workshop was to employ the bottom-up approach to social and economic problems by modeling, simulation, and analysis using a software agent. This research area is an emerging interdisciplinary field among the social sciences and computer science, attracting broad attention because it introduces a simulation-based experimental approach to problems that are becoming increasingly complex in an era of globalization and innovation in information technology. The state-of-the-art research and findings presented in this book will be indispensable tools for anyone involved in this rapidly growing discipline. |
| barnga: Becoming an Ally, 3rd Edition Anne Bishop, 2020-05-27T00:00:00Z Becoming an Ally is a book for men who want to end sexism, white people who want to end racism, straight people who want to end heterosexism, able-bodied people who want to end ableism — for all people who recognize their privilege and want to move toward a more just world by learning to act as allies. Has oppression always been with us, just part of “human nature”? What does individual healing have to do with social justice? What does social justice have to do with individual healing? Why do members of the same oppressed group fight one another, sometimes more viciously than they fight their oppressors? Why do some who experience oppression develop a life-long commitment to fighting oppression, while others turn around and oppress those with less power? In this accessible and enlightening book, now in its third edition, Anne Bishop examines history, economic and political structures, and individual psychology in a search for the origins of racism, sexism, heterosexism, ableism, ageism and all the other forms of oppression that divide us. Becoming an Ally looks for paths to justice and lays out guidelines for becoming allies of oppressed peoples when we are in the privileged role. A new chapter in this third edition offers a greatly expanded discussion of effective approaches to educating allies, which is meant for teachers of adults, particularly those who teach about diversity, equity and anti-oppression. In this chapter, Bishop examines the ways in which Western culture prevents us from recognizing our roles as members of privileged groups and explores how to challenge this with participatory exercises and group discussion. |
| barnga: Developing Critical Cultural Competence Jewell E. Cooper, Ye He, Barbara B. Levin, 2011-08-31 Cultural competence is key to improved student achievement This book shows you how to provide professional development for teachers that deepens their cultural understanding. The authors provide activities to help educators translate new knowledge into action with activities that focus on the three inseparable insights required for developing teachers’ critical cultural competency: Understanding themselves Understanding their students Understanding their students’ families and communities Readers have access to a companion website that contains reproducible resource lists and handouts as well as examples that can serve as models for some of the activities. |
| barnga: Intercultural Education, Curriculum Development, Assessment and Teaching Agostino Portera, Michael S. Trevisan, Marta Milani, 2025-05-30 This edited volume explores the specific ability of the school setting to promote intercultural education as an approach to address contemporary, societal issues of justice and social inclusion. Highlighting the importance of schools as one of the first areas where diversity is encountered and experienced, this book offers case study chapters on the most recent pedagogical approaches, research questions, and frameworks for intercultural education and teaching. To address these approaches, the book uses comparative studies, systematic reviews, case study analyses, and theoretical and conceptual discussions. Written by an international team of experts in the field, chapters address new challenges in curriculum development for intercultural education and illustrate innovative ways to provide instruction through the use of technology and the arts. Fusing conceptual and methodological approaches, the book examines interculturality and associated instruction within schools, further exploring the frameworks and methodologies that govern contextually based, culturally responsive education. Offering in-depth treatment of cutting-edge pedagogies used to teach interculturality in culturally diverse settings, this book will be of interest to educators, researchers, and students studying intercultural education and studies, multicultural education, and the sociology of education more broadly. |
| barnga: Transcultural Nursing Education Strategies Priscilla Limbo Sagar, EdD, RN, ACNS-BC, CTN-A, 2014-05-12 ...[written by one of] the worldís foremost experts in transcultural nursing. This...much-anticipated comprehensive compendium of evidence-based and best practices...contains exceptionally useful...material for nurse educators in academic and staff development settings and...their students. ó Margaret M. Andrews, PhD, RN, FAAN, CTN Director and Professor of Nursing School of Health Professions and Studies University of MichiganñFlint Editor, Online Journal of Cultural Competence in Nursing and Healthcare ...a valuable new resource to support efforts...to provide high-quality care that is culturally appropriate... gives the professional nurse a road map for engaging in culturally appropriate, patient-centered, and high-quality care. óGeraldine (Polly) Bednash, PhD, RN, FAAN Chief Executive Officer and Executive Director American Association of Colleges of Nursing This ambitious book is a must-read synthesis of the existing knowledge related to transcultural nursing education... builds cultural competence in individuals and in organizations...Dr. Sagar makes an exceptional contribution to...the delivery of culturally competent care in all settings. óPatti Ludwig-Beymer, PhD, RN, CTN, NEA-BC, FAAN Vice President and Chief Nursing Officer Edward Hospital and Health Services, Naperville, IL Associate Editor, Journal of Transcultural Nursing This comprehensive guide to integrating transcultural nursing education (TCN) strategies in academic and in-service institutions is the only text to fulfill the NLN and AACN mandates for promoting cultural diversity and competencies in these settings. Incorporating evidence-based, best-practice protocols, it provides course syllabi and a wealth of additional teaching aids for all education arenas from foundation classes through in-service domains. The text provides a variety of creative strategies for integrating TCN into academia and practice as a separate course or across existing courses (foundation and life span courses, mental health, pharmacology, nutrition, research, community health, critical care, and transcultural concepts in simulation). Pedagogical tools include cultural assessment instruments, self-learning modules, role plays, unfolding case scenarios, continuing education, lesson plans, course syllabi, critical thinking exercises, and evidence-based practice information. The book will be of value to nursing students, faculty, educators in staff development settings, and all other professional nurses who wish to provide culturally competent care for their patients. It is a companion volume to the authorís text Transcultural Health Care Models: Application in Nursing Education, Practice, and Administration. Key Features: Comprises the first text to fulfill NLN/AACN mandates on cultural competencies in education and practice Presents a wealth of pedagogical strategies and teaching aids for academic and in-service settings Includes self-learning modules, case studies, role-playing scenarios, critical thinking exercises, continuing education lesson plans, and course syllabi Incorporates evidence-based, best-practice protocols Covers international partnerships and collaborations |
| barnga: Pedagogies for Student-Centered Learning Cari Crumly, Pamela Dietz, Sarah D'Angelo, 2014 This book will help you to identify the difference between teacher-centered and student-centered learning and the various pedagogies commonly associated with each. This book will draw upon the research and experience of three different educators and their pedagogical variations and uses within the classroom and online. Crumley's synopsis of pedagogies and student-centered learning and suggested action is followed by a collaborative dialogue with Pamela Dietz and Sarah d'Angelo. |
| barnga: Interkulturelle Kompetenz Laurenz Volkmann, Klaus Stierstorfer, Wolfgang Gehring, 2002 |
| barnga: Intercultural Sourcebook Vol 1 Sandra M. Fowler, 1995-06 Nothing could be more timely than the publication of this revised edition of the Intercultural Sourcebook. The 1979 edition reflected the new field of cross-cultural training, at that time searching for focus and direction. This new edition embodies the progress made in that search, systematically defining the field's parameters and offering concrete examples of the methods and techniques currently employed by its practitioners. Intercultural Sourcebook will be a must have not only for educators and trainers concerned with intercultural learning or the development of cross-cultural skills, but for anyone who wishes to comprehend fully what these processes involve. Comprehensive in scope, the book examines both the principal methods used in cross-cultural training and a selection of specialized techniques and instructional devices. In this, the first of a two-volume set, six methods are examined in twenty articles: role plays, contrast-culture training, simulation games, critical incidents, the cultural assimilator, and case studies. In each, a lead article traces the development and use of the particular method; several articles then offer specific applications. Intercultural Sourcebook provides both a framework for conceptualizing the training methods covered and resources for applying them in one's own work. Each article is written by an experienced trainer; in fact, the author list comprises the core of a who's who in the field. Thorough, practical, and enlightening, this book will define the field for years to come. |
| barnga: Experiential and Simulation Techniques for Teaching Adults Linda H. Lewis, 1986 |
| barnga: The Cambridge Handbook of Intercultural Training Dan Landis, Dharm P. S. Bhawuk, 2020-08-27 With the number of international migrants globally reaching an estimated 272 million (United Nations report, September 2019), the need for intercultural training is stronger than ever. Since its first edition, this handbook has evaluated the methodologies and suggested the best practice to develop effective programs aimed at facilitating cross-cultural dialogue and boosting the economic developments of the countries mostly affected by migration. This handbook builds and expands on the previous editions by presenting the rational and scientific foundations of intercultural training and focuses on unique approaches, theories, and areas of the world. In doing so, it gives students, managers, and other professionals undertaking international assignments a theoretical foundation and practical suggestions for improving intercultural training programs. |
| barnga: Simulation and Gaming for Social Design Toshiyuki Kaneda, Ryoju Hamada, Terukazu Kumazawa, 2022-01-03 This book is a collection of research articles that deal with three aspects of simulation and gaming for social design: (1) Theory and methodology, including game system theory and agent-based modeling; (2) Sustainability, including global warming and the energy–food nexus);; and (3) Social entrepreneurship, including business, ethnic, and ethical understanding. The latter two especially form two major areas of clinical knowledge in contemporary life. Simulation and gaming, with its participatory approach, provides participants with a seamless integration of problem solving and education. It has been known as a tool for interdisciplinary communication since the 1960s, and now it is being developed to contribute to global society in the twenty-first century. This is the first book on simulation and gaming for social design that covers all aspects from the methodological foundations to practical examples in the fields of sustainability and social entrepreneurship. Regardless of the size of the problematics, societal system design involves (1) The visioning and conception aspects due to the long-term, overall nature of the goal; (2) Interdisciplinary thinking and communication for the exploration of new states of accommodation with technological systems; and (3) The “human dimension” aspect including education that must be dealt with, thus academic developments of simulation and gaming for social design as system thinking and practice methodologies are anticipated. Simulation and gaming has great potential for development as a tool to facilitate the transfer between theoretical and clinical knowledge. |
| barnga: Simulation & Games , 1988 |
| barnga: Developing Intercultural Competence and Transformation Victor Savicki, 2023-07-03 Enrollments in international education programs are projected to grow exponentially as students, parents, and university personnel seek to prepare future leaders who can live and work effectively in a global environment. What do we know about the outcomes of such programs, and how can educators become more intentional about designing, and assessing, the impact of such courses? How can we help students achieve the intercultural growth and transformation that they may envision as they set forth on their international sojourn?International education provides opportunities for students to grow personally, and to learn in a rich and intense educational environment. The outcomes of such opportunities emphasize not only traditional academic competence, but also changes in motivations, attitudes, self-identity, and values. It is these latter, co-academic, concepts that are the focus of this book. Its goal is to give solid substance to the growth and transformation approach to study abroad. It defines the central concept of intercultural competence, sets it within the framework of transformative learning theory, and offers ideas and strategies for facilitating its development. In doing so, it goes far beyond traditional emphases on the achievement of such formal skills as foreign language acquisition or specific knowledge of course content in national literatures, arts, or history.This book provides study abroad educators with a theoretical framework and examples of practice to craft more meaningful activities that will make a long-term difference in the quality of student experiences, and set the stage for transformative change. If we plan to send a million students a year to study abroad within the decade, we need approaches to maximize student growth outcomes in an efficient and effective way. It is also relevant for anyone engaged in courses in adult education, college student services, comparative and international education, international business, intercultural relations, and service learning that involve study abroad, and that raise corresponding issues of curriculum design. |
| barnga: Gaming as a Cultural Commons Toshiko Kikkawa, Willy Christian Kriz, Junkichi Sugiura, 2022-04-23 This book focuses on relatively neglected areas of simulation and gaming (S&G), i.e., cultural aspects and ethical issues, in addition to giving readers a basic knowledge of S&G. Although the educational effects of S&G, and related methods such as gamification, as well as serious games have been studied and are gaining recognition, their downsides are often overlooked. For example, there is always a risk of manipulation by games if maliciously designed and facilitated. Ethical codes of game designers, facilitators, and educators must be established on the basis of academic research. Considerations of the ethics of games are essential not only for S&G researchers and educators but also for the general public, because games have sometimes been used for propaganda purposes in the past and could be again, in the present and future. Looking at the cultural aspect, as the S&G community has accumulated research over 50 years, the book includes the knowledge of the pioneers, i.e., archival interview data. This is the first book that includes extensive interviews of researchers and commercial game designers and critics. It also contains diverse topics from the perspective of gender and Japanese culture. Japan has been attracting attention in the field of board games as there are many independent game designers and an expanding market. Although women in S&G have gained some recognition, the topic has been rather ignored and was first officially discussed in 2019 at the international conference of the International Simulation and Gaming Association held in Warsaw. In summary, by focusing on comparatively overlooked or neglected aspects of S&G, this book expands future opportunities in the field for researchers and educators, with increased awareness by the general public. |
| barnga: Training Games Susan El-Shamy, 2023-07-03 Games constitute a wonderful tool for engaging learners and reinforcing learning.This is a practical and entertaining introduction to using games and structured learning activities in training. It is the first book to combine gaming rationale, hands-on advice and sample games. Susan El-Shamy begins with an overview of the benefits of using games, touches on the learning psychology foundations of game playing, describes the most common types of games, and provides guidelines for choosing games appropriate for given objectives.She offers seasoned advice on how to set up and conduct games and on how to assess their effectiveness. She concludes with suggestions on how to adapt existing games and activities to new purposes and, beyond that, on how the reader can create and design his or her own games.The book includes a resource list of commercially available games and related Web sites.Susan El-Shamy admirably succeeds in demonstrating how games promote serious learning in adult training. If you are new to games, this book will allay your concerns about using them. If you are a veteran user of games, here are new ideas, including an introduction to e-games. All readers will appreciate the Ultimate Training Games Assessment form for evaluating games and as a guide to creating their own. |
| barnga: Teaching at Its Best Todd D. Zakrajsek, Linda B. Nilson, 2023-03-01 A complete, accessible, evidence-based guide to better teaching in higher education This higher education playbook provides a wealth of research-backed practices for nearly every aspect of effective teaching throughout higher education. It is filled with practical guidance and proven techniques designed to help you improve student learning, both face-to-face and online. Already a bestselling research-based toolbox written for college instructors of any experience level, Teaching at Its Best just got even better. What is new? A lot. For this updated 5th edition, Todd Zakrajsek joins Linda Nilson to create a powerful collaboration, drawing on nearly 90 combined years as internationally recognized faculty developers and faculty members. One of the most comprehensive books on effective teaching and learning, the 5th edition of Teaching at its Best brings new concepts, new research, and additional perspectives to teaching in higher education. In this book, you will find helpful advice on active learning, interactive lecturing, self-regulated learning, the science of learning, giving and receiving feedback, and so much more. Each chapter has been revised where necessary to reflect current higher education pedagogy and now includes two reflection questions and one application prompt to reflect on your teaching and stimulate peer discussions. Discover the value of course design and how to write effective learning outcomes Learn which educational technology is worthwhile and which is a waste of time Create a welcoming classroom environment that boosts motivation Explore detailed explanations of techniques, formats, activities, and exercises—both in person and online Enjoy reading about teaching strategies and educational concepts Whether used as a resource for new and seasoned faculty, a guide for teaching assistants, or a tool to facilitate faculty development, this research-based book is highly regarded across all institutional types. |
| barnga: Practical Guide for Technical and Skills Trainers: First-rate technical and skills training , 1988 |
| barnga: Bausteine zur interkulturellen Qualifizierung der Polizei Wolf Rainer Leenen, Harald Grosch, Andreas Groß (Hrsg.), In allen westlichen Industrieländern steht die Polizeiarbeit vor der Herausforderung, sich auf die Bedingungen einer pluralistischen und in ihren Zentren multikulturellen Gesellschaft einzustellen. Diese Herausforderung stellt eine innovative Entwicklungsaufgabe dar, die mit einer bloßen Reparatur-Weiterbildung, die nur Schwächen einer monokulturellen Polizeiarbeit abzustellen versucht, nicht erfolgreich zu meistern ist. Die notwendige Transformation erfordert einen qualitativen Sprung in mehreren Hinsichten und auf verschiedenen Ebenen: Es geht um neue Inhalte von Aus- und Fortbildung, andere Vermittlungsmethoden, veränderte Anforderungen an Trainer und in der Weiterbildung Tätige sowie um Impulse für organisatorische Veränderungen, die Behörden vom Typus einer mono- oder multikulturellen Organisation schrittweise in interkulturelle Organisationen überführen. Thema dieses Sammelbandes sind zunächst grundlegende Überlegungen zur interkulturellen Kompetenzentwicklung der Polizei aus theoretischer bzw. forschungsbezogener Sicht; darauf aufbauend wird eine Weiterbildungskonzeption vorgestellt und erläutert, die in dem von der VolkswagenStiftung geförderten Kölner Modellprojekt entwickelt und erprobt wurde. |
| barnga: Kulturelles Lernen im DaF/DaZ-Unterricht Peter Haase, Michaela Höller, 2017 New directions in regional and cultural Studies are the topic of intense debate among representatives of the field of teaching German as a foreign/second language. At the international research conference on Regional and Cultural Learning in the Context of Globalization: Between Theory and Practice in March 2016 at the Universidad Nacional Autónoma de México (UNAM) a special emphasis was placed on the way that different structures of thinking, meaning patterns and worldviews can be implemented and dealt with in foreign language teaching. The volume at hand unites 18 conference contributions and additional articles that discuss the state of regional and cultural learning from the most different perspectives and depict a broad spectrum of the most different approaches and areas of operation of our field. |
| barnga: Kriol of North Australia John R. Sandefur, 1986 |
| barnga: Team Coaching: Artists at Work Helena Dolny, 2012-09-27 No company has ever succeeded simply because it has brilliant individuals in its ranks - in fact many have failed because they have not succeeded in getting great talent to work together as a team. Every single South African business lives or dies by its ability to get its people to work together, in constantly changing teams, towards achieving the common goals of the company. Team Coaching: Artists at Work shows how the right coaching interventions can build skills in individuals so that they can become effective team players in a variety of work situations. The book is, not surprisingly, a team effort. A group of top South African coaches got together to share everything they had used individually when coaching teams. This pooling of best practice was so exciting, the outcome so much more than anticipated, that they decided to write this book together. This is not a DIY manual, nor is it a bible. Corporate teams are often temporary and shifting in nature with continuous restructuring, promotions, new people moving in, others resigning. Flexibility and creativity are critical. That's precisely where team coaching interventions come in, to increase individual self-awareness, enhance people's ability to adapt to the styles of others, and create cohesion and commitment of how to work together. That's when the real people power of an organisation starts to make itself felt, when talented individuals become effective team members. Coaches are artists, who bring their facilitation talents and tools to the team to make this happen. This is a book for business and team leaders who would like to turn a collection of outstanding individuals into an unbeatable team. Coaching is one of the fastest growing professions and this book contributes to wider understanding of what potential coaching offers not only for business teams but also for societal transformation. |
| barnga: Constructivist Coaching Kim Bradley-Cole, Pam Denicolo, 2020-10-12 Based on the philosophy of Personal Construct Psychology (PCP), constructivist coaching is interested in how people interpret their own lives and how they ‘construct’ their sense of reality within their social world. Relationships, social context, individual thought processes, identity, and active learning are all fundamental aspects of this approach. Using a range of methods and practical applications, these expert authors bring constructivist coaching to life for the first time, enabling the reader to quickly grasp both the meaning of the approach and how to apply it. The aim is to work flexibly with your coachees, allowing them to lead the coaching process to unlock what they did not know or realise about themselves and reach greater self-understanding and self-acceptance, and to enable them to engage in meaningful change. With a wide range of examples offered, the methods covered in the book can be used flexibly across contexts, as either a holistic coaching philosophy or an extension to your existing coaching tools. Constructivist Coaching is an invaluable practical guide for coaches, managers and occupational psychologists, along with anyone else who is involved in supporting the personal development and learning of others. |
BARNGA - University of Michigan
BARNGA is a simulation game that encourages participants to critically consider normative assumptions and cross-cultural communication. It was created by Sivasailam “Thiagi” …
Barnga: A Simulation Game on Cultural Clashes - 25th …
Jul 20, 2006 · Wholly revised to celebrate its 25th anniversary, Barnga is the classic simulation game for exploring communication challenges across cultures.
Barnga master - University of Washington
BARNGA is so easy to use that its procedure is a joy for both the experienced and the inexperienced game facilitator. The game almost immediately involves all its players and …
Barnga: A Card Game for Culture-Stress Show and Tell
Jan 30, 2019 · Barnga is a simulation game created by Sivasailam “Thiagi” Thiagarajan in 1980, while working for USAID in Gbarnga, Liberia. During a coup, his team’s vehicles were …
Games | Barnga - #play14
Jul 16, 2017 · Barnga was created by Sivasailam “Thiagi” Thiagarajan in 1980. How to play. Players form small groups of, say, four-six players each. Each group sits separated from the …
Barnga—When Cultures Play by Different Rules - Clearing Customs
May 31, 2013 · When it comes to cross-cultural simulation games, Barnga is an oldie but a goodie. Barnga was created by Sivasailam "Thiagi" Thiagarajan in 1980, while working for …
Barnga - Intercultural Learning & internationalisation for …
What specific real-life situations does Barnga simulate? Have you ever had an experience where there was a rule difference you didn’t know about? How does this game focus our attention on …
BARNGA: Simulation Game for Communication Exercise (2021)
BARNGA is a simulation game that encourages participants to critically consider normative assumptions and cross-cultural communication. It was created by Sivasailam “Thiagi” …
Barnga, a simulation game on cultural clashes - Archive.org
Jun 4, 2020 · Overview -- How to prepare for your Barnga session -- How to conduct your Barnga session -- How to facilitate the debriefing -- Options for using Barnga -- Some reflections on …
BARNGA – Teaching about Identities, Diversity, and Equity
Jun 21, 2021 · Participants will play a card game tournament, but different groups are playing by different rules. The differing rules simulate cultural differences. Bauer, K., & Bai, Y. (2015). …
BARNGA - University of Michigan
BARNGA is a simulation game that encourages participants to critically consider normative assumptions and cross-cultural communication. It was created by Sivasailam “Thiagi” …
Barnga: A Simulation Game on Cultural Clashes - 25th …
Jul 20, 2006 · Wholly revised to celebrate its 25th anniversary, Barnga is the classic simulation game for exploring communication challenges across cultures.
Barnga master - University of Washington
BARNGA is so easy to use that its procedure is a joy for both the experienced and the inexperienced game facilitator. The game almost immediately involves all its players and …
Barnga: A Card Game for Culture-Stress Show and Tell
Jan 30, 2019 · Barnga is a simulation game created by Sivasailam “Thiagi” Thiagarajan in 1980, while working for USAID in Gbarnga, Liberia. During a coup, his team’s vehicles were …
Games | Barnga - #play14
Jul 16, 2017 · Barnga was created by Sivasailam “Thiagi” Thiagarajan in 1980. How to play. Players form small groups of, say, four-six players each. Each group sits separated from the …
Barnga—When Cultures Play by Different Rules - Clearing Customs
May 31, 2013 · When it comes to cross-cultural simulation games, Barnga is an oldie but a goodie. Barnga was created by Sivasailam "Thiagi" Thiagarajan in 1980, while working for …
Barnga - Intercultural Learning & internationalisation for …
What specific real-life situations does Barnga simulate? Have you ever had an experience where there was a rule difference you didn’t know about? How does this game focus our attention on …
BARNGA: Simulation Game for Communication Exercise (2021)
BARNGA is a simulation game that encourages participants to critically consider normative assumptions and cross-cultural communication. It was created by Sivasailam “Thiagi” …
Barnga, a simulation game on cultural clashes - Archive.org
Jun 4, 2020 · Overview -- How to prepare for your Barnga session -- How to conduct your Barnga session -- How to facilitate the debriefing -- Options for using Barnga -- Some reflections on …
BARNGA – Teaching about Identities, Diversity, and Equity
Jun 21, 2021 · Participants will play a card game tournament, but different groups are playing by different rules. The differing rules simulate cultural differences. Bauer, K., & Bai, Y. (2015). …
