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Artículos de revistas sobre el tema "Culture shock"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 4 de marzo de 2023

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1

Nur, Rafi’ah y Suhria. "Paradigm of International Exchange Students in Encountering Culture Shock Stages". International Journal of English Language Studies 3, n.º 2 (27 de febrero de 2021): 101–10. http://dx.doi.org/10.32996/ijels.2021.3.2.11.

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Globalization can help people gain knowledge and improve learning about how a diversity of the cultures does not cause any conflict, misunderstand, and share knowledge across the culture peacefully. It can be termed as cross-cultural communication. Based on this paper's aims, this article discussed the theory of multiculturalism (cultural diversity), cross-cultural communication, the types of culture shock, the cases of culture shock experience such as the stages of culture shock and reverse culture shock. Thus, this study aims to discuss the theory of multiculturalism and an overview of culture shocks experienced by the student exchange program. As a result, shock culture experience is found by most of the people who live for some duration times. However, they will face reverse culture shock when returning to their home country, even though some returnees do not experience it.

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2

Lobner, N. "CULTURE SHOCK". Versus 1, n.º 11 (24 de agosto de 2019): 73–78. http://dx.doi.org/10.33842/2313-4562/2018/11/73/78.

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3

Crumble, Alison. "Culture shock". Nursing Standard 8, n.º 28 (6 de abril de 1994): 38. http://dx.doi.org/10.7748/ns.8.28.38.s45.

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4

Gilbert, Gwendolyn L., Gregory S. James y Vitali Sintchenko. "Culture shock". Medical Journal of Australia 171, n.º 10 (noviembre de 1999): 536–40. http://dx.doi.org/10.5694/j.1326-5377.1999.tb123789.x.

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5

OFFICIAL, PETER L’. "Culture Shock". Contemporary Literature 61, n.º 2 (2021): 277–82. http://dx.doi.org/10.3368/cl.61.2.277.

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6

Haskins, Deborah. "Culture Shock". College Teaching 47, n.º 4 (octubre de 1999): 122. http://dx.doi.org/10.1080/87567559909595800.

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7

Carroll-Johnson, Rose Mary. "Culture Shock". International Journal of Nursing Terminologies and Classifications 14, n.º 2 (abril de 2003): 39–40. http://dx.doi.org/10.1111/j.1744-618x.2003.tb00058.x.

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8

DeVorkin, David. "Culture shock". Nature 363, n.º 6428 (junio de 1993): 407. http://dx.doi.org/10.1038/363407a0.

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9

Quigley, Ann. "Culture shock". eLearn 2002, n.º 4 (abril de 2002): 1. http://dx.doi.org/10.1145/566824.566825.

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10

Street, Andrew C. "Culture shock?" Nature 349, n.º 6306 (enero de 1991): 202–3. http://dx.doi.org/10.1038/349202b0.

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11

Mobley, Harry L. T. "Culture shock". Trends in Microbiology 6, n.º 10 (octubre de 1998): 416–17. http://dx.doi.org/10.1016/s0966-842x(98)01353-5.

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12

McDonald, Maggie. "Culture shock". New Scientist 192, n.º 2583-2584 (diciembre de 2006): 72. http://dx.doi.org/10.1016/s0262-4079(06)61471-1.

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13

Sani, Hamid Najaf Pour. "Culture Shock". International Letters of Social and Humanistic Sciences 47 (febrero de 2015): 116–30. http://dx.doi.org/10.18052/www.scipress.com/ilshs.47.116.

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The ability to communicate well in a foreign culture is considered as a set of learnable social skills. The notion of culture shock is introduced to cover a broad range of psychological and social reactions to immersion in another culture, many of them detrimental to communication. Programs aimed at reducing the harmful effects of culture shock are examined in terms of the strategies adopted: (1) information giving, (2) cultural sensitization, (3) isomorphic attribution, (4) learning by doing, and (5) social skills training (SST). The latter, it is argued, is the most effective.

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14

Kelly, Noeline T. y Shirley H. M. Reekie. "Culture Shock". Journal of Physical Education, Recreation & Dance 58, n.º 9 (diciembre de 1987): 42–45. http://dx.doi.org/10.1080/07303084.1987.10604370.

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15

Heider, Karl G. "Culture Shock 2001". Anthropology News 43, n.º 4 (abril de 2002): 7. http://dx.doi.org/10.1111/an.2002.43.4.7.

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Heider, Karl G. "Culture Shock 2001". Anthropology News 43, n.º 4 (abril de 2002): 7. http://dx.doi.org/10.1111/j.1556-3502.2002.tb00004.x.

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17

Reicher, Stephen y S. Alexander Haslam. "Culture of Shock". Scientific American Mind 22, n.º 5 (25 de octubre de 2011): 56–61. http://dx.doi.org/10.1038/scientificamericanmind1111-56.

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18

Bos, E. G. "Hospital culture shock". BMJ 312, n.º 7022 (6 de enero de 1996): 63. http://dx.doi.org/10.1136/bmj.312.7022.63.

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Bos, E. G. "Hospital culture shock". BMJ 312, n.º 7022 (6 de enero de 1996): 63. http://dx.doi.org/10.1136/bmj.312.7022.63a.

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20

Kethireddy, Shravan, Beliz Bilgili, Amanda Sees, H. Lester Kirchner, Uchenna R. Ofoma, R. Bruce Light, Yazdan Mirzanejad et al. "Culture-Negative Septic Shock Compared With Culture-Positive Septic Shock". Critical Care Medicine 46, n.º 4 (abril de 2018): 506–12. http://dx.doi.org/10.1097/ccm.0000000000002924.

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21

Nannan Panday, Rishi S., Nadia Alam y Prabath W. B. Nanayakkara. "Culture-Negative Septic Shock Compared With Culture-Positive Septic Shock Mortality". Critical Care Medicine 46, n.º 9 (septiembre de 2018): e964. http://dx.doi.org/10.1097/ccm.0000000000003216.

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22

Sreeleakha, P. "Managing culture shock and reverse culture shock of Indian citizenship employees". International Journal of Management Practice 7, n.º 3 (2014): 250. http://dx.doi.org/10.1504/ijmp.2014.063597.

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23

Pramudiana, Inosensia Dini y Theresia Dewi Setyorini. "Hubungan Antara Gegar Budaya Dengan Penyesuaian Sosial Siswa Papua di Magelang". PRAXIS 1, n.º 2 (15 de marzo de 2019): 125. http://dx.doi.org/10.24167/praxis.v1i2.1631.

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Abstract: The efforts to improve the quality of education in Papua is done through education scholarship program, and one of them is by sending senior high school students in Papua to other regions for education. The movement of the students to other regions forces them to do social adjustments. In this situation, each individual often experiences shocks to the new cultures (culture shock). This research was conducted to empirically test the relationship of culture shock with social adjustment of Papuan students in Magelang. The hypothesis in this study is that there is a negative relationship between culture shock and the social adjustment of Papuan students who migrated to Magelang. The higher the culture shock is experienced, the lower the social adjustment ability is, and vice versa. The results of this study indicate that the proposed hypothesis is proved, that the culture shock is negatively correlated and very significant to social adjustment. The analysis between the culture shocks and social adjustments shows a strong relationship between the four aspects (stress reaction, cognitive fatigue, role shock, and personal shock) in culture shock with social adjustment. Among those four aspects, role shock aspect has the highest correlation coefficient. This shows that this aspect is the most closely related to the social adjustment of Papuan students in Magelang, and the least related is the stress reaction. Keywords: culture shock, social adjustment, Papuan students Abstrak: Papua merupakan salah satu provinsi terkaya di Indonesia namun kualitas sumber daya di Papua masih rendah, tercatat Indeks Pembangunan Manusia di Papua tahun 2016 sebesar 57,25. Upaya untuk meningkatkan kulitas pendidikan di Papua dilakukan melalui program besiswa pendidikan, salah satunya dengan mengirim siswa SMA Papua keluar daerahnya untuk menempuh pendidikan. Pada masa ini siswa harus melakukan penyesuaian sosial. Penyesuaian sosial adalah kemampuan individu untuk berinteraksi secara sehat terhadap situasi sosial yang ada, sehingga mencapai kehidupan sosil yang menyenangkan. Dalam situasi ini, individu dapat mengalami kekagetan terhdap budaya yang baru (gegar budaya). Tujuan penelitian ini adalah untuk menguji secara empiric hubungan gegar budaya dengan penyesuaian sosial siswa Papua di Magelang. Hipotesis dari penelitian ini adalah ada hubungan negatif antara gegar budaya dengan penyesuaian sosial. Semakin tinggi gegar budaya, semakin rendah penyesuaian sosial, dan sebaliknya. Subyek dari penelitian ini adalah siswa Papua kelas XII dan XII di Magelang. Analisa data yang digunakan adalah uji korelasi Product Moment dengan menggunakan program SPSS (Statistical Packages for Social Sciences) seri 23.0. Analisa data menunjukan nilai r = -0,548 dan p = 0,000 (p

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24

Lina, Desma y Dwi Budi Setiawan. "An Analysis of Culture Shock from West to East as Seen in Reilly’s The Tournament". TEKNOSASTIK 15, n.º 1 (13 de junio de 2017): 14. http://dx.doi.org/10.33365/ts.v15i1.16.

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This article will explore about west and east cultures in the sixteenth century and some issues which occurred when both cultures encounters. The issue that appears when both cultures encounter is that of culture shock. The purpose of this research is to disclose how culture shock happens when both culture, west and east meet. In this research, the writers use concept of culture as the foundation of the research. Further, the analysis is done by implementing Oberg’s culture shock theory. To arrange this research, the writers apply library study and descriptive-qualitative method. The data that collected by the writers are in the form of narration and quotation. The source of the data coming from a novel entitled The Tournament by Mathew Reilly. The result of the analysis shows that there are two types of culture that are found inside the novel, visible and invisible cultures. Visible culture consists of cultural artifacts that can be noticed easily. Meanwhile the invisible part of culture is a culture that cannot be noticed easily but it does exist and holds important role in human life. Further, the phenomenon of culture shock proven by the character of Elizabeth who experience all stages of culture shock which are Honeymoon stage (Excitement), Crisis stage (Depression), Development stage (Learning process) and Adjustment stage (Accepting).

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25

Kocak, Marek. "Management of Culture Shock". CRIS - Bulletin of the Centre for Research and Interdisciplinary Study 2014, n.º 2 (1 de diciembre de 2014): 63–82. http://dx.doi.org/10.2478/cris-2014-0011.

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26

Cupsa, Ioana. "Culture Shock and Identity". Transactional Analysis Journal 48, n.º 2 (15 de febrero de 2018): 181–91. http://dx.doi.org/10.1080/03621537.2018.1431467.

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27

Straughan, B. "Gene–culture shock waves". Physics Letters A 377, n.º 38 (noviembre de 2013): 2531–34. http://dx.doi.org/10.1016/j.physleta.2013.07.025.

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28

Dunbar, Robin. "Beyond the culture shock". Nature 432, n.º 7020 (diciembre de 2004): 951–52. http://dx.doi.org/10.1038/432951a.

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29

Selmer, Jan. "Culture shock in China?" International Business Review 8, n.º 5-6 (octubre de 1999): 515–34. http://dx.doi.org/10.1016/s0969-5931(99)00018-9.

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30

Benson-Allott, Caetlin. "Conversion and Culture Shock". Film Quarterly 66, n.º 2 (2012): 48–51. http://dx.doi.org/10.1525/fq.2012.66.2.48.

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31

Filippov, Boris. "Reaction to Culture Shock". Russian Education & Society 37, n.º 12 (diciembre de 1995): 43–51. http://dx.doi.org/10.2753/res1060-9393371243.

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32

Stewart, Louise y Peter A. Leggat. "Culture Shock and Travelers". Journal of Travel Medicine 5, n.º 2 (junio de 1998): 84–88. http://dx.doi.org/10.1111/j.1708-8305.1998.tb00469.x.

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33

Winkelman, Michael. "Teaching About Culture Shock". Anthropology News 32, n.º 4 (abril de 1991): 1–38. http://dx.doi.org/10.1111/an.1991.32.4.1.1.

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34

NAKATA, Mariko. "Beyond the Culture Shock". Journal of Japan Society of Kansei Engineering 16, n.º 4 (31 de diciembre de 2018): 224–26. http://dx.doi.org/10.5057/kansei.16.4_224.

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35

Nasution, Nurjannah y Safuwan Safuwan. "Culture Shock Pada Mahasiswa Asal Papua di Universitas Malikussaleh". Jurnal Psikologi Terapan (JPT) 3, n.º 2 (28 de septiembre de 2022): 49. http://dx.doi.org/10.29103/jpt.v3i2.8879.

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This study aims to understand how culture shock occurs in Papuan students in Malikussaleh University Aceh. This study was designed with phenomenological type by qualitative approach. Subject of this study was selected by purposive sampling technique, there was six students from Papua in semester one and three chosen to be subject. Data collection method used observations and indepth interview. The data analysis technique used is Creswell Analysis technique by analyzing the theme and then interpreting result. The result show that dimension of culture shock was experienced by all of participants, Then in terms of procces culture shock, four partiscipants has been experience and left four phase of culture shock, and two more are still in the third phase or recovery phase. Culture shock has occurs in Papuan studets is influenced by factors such as individual difference, cross cultures experience, differences in quality, quantity and durations of culture shock.

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36

Blum, Susan D. "Language Shock: Understanding the Culture of Conversation:Language Shock: Understanding the Culture of Conversation." Journal of Linguistic Anthropology 6, n.º 1 (junio de 1996): 105–7. http://dx.doi.org/10.1525/jlin.1996.6.1.105.

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37

Verma, Jyoti. "Personal Narratives of Culture Shock". InterViews: An Interdisciplinary Journal in Social Sciences 7, n.º 1 (31 de julio de 2020): 81. http://dx.doi.org/10.36061/iv.7.1.20.81.102.

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38

Swallow, Deborah y Barry Tomalin. "Culture shock and student engagement". Training, Language and Culture 6, n.º 2 (27 de junio de 2022): 35–44. http://dx.doi.org/10.22363/2521-442x-2022-6-2-35-44.

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39

Jacobson, David. "Incomplete Institution or Culture Shock". Journal of Divorce & Remarriage 24, n.º 1-2 (marzo de 1996): 3–18. http://dx.doi.org/10.1300/j087v24n01_02.

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40

Dunn, Alyssa Hadley. "Global Village Versus Culture Shock". Urban Education 46, n.º 6 (18 de julio de 2011): 1379–410. http://dx.doi.org/10.1177/0042085911413152.

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Though international teachers have been present in U.S. schools for decades, their recruitment for urban schools as a response to the supposed teacher shortage is a relatively new phenomenon with little research to support it. This study examines international teachers’ recruitment and preparation for urban environments. Informed by classroom observations and in-depth interviews with teachers, administrators, and recruitment agency personnel, this collective case study finds that there are distinct benefits and challenges of recruitment and that recruitment procedures and lack of preparation for U.S. schools add to teachers’ challenges. Recommendations are included for future research, teacher education, and policy.

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41

Heidelbaugh, Joel J. "Culture Shock and Changing Times". Primary Care: Clinics in Office Practice 47, n.º 2 (junio de 2020): xiii—xiv. http://dx.doi.org/10.1016/j.pop.2020.03.001.

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42

Marouf, Fidaa. "Overcoming Culture Shock: Journal reflection". Studies in Arts and Humanities 4, n.º 2 (30 de enero de 2019): 139–41. http://dx.doi.org/10.18193/sah.v4i2.154.

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43

Johnson, Phylis. "Editor's Remarks: “Culture Shock” Radio". Journal of Radio & Audio Media 21, n.º 2 (3 de julio de 2014): 189–92. http://dx.doi.org/10.1080/19376529.2014.950134.

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44

Mumford, D. B. "The measurement of culture shock". Social Psychiatry and Psychiatric Epidemiology 33, n.º 4 (25 de marzo de 1998): 149–54. http://dx.doi.org/10.1007/s001270050037.

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45

Pantelidou, Stella y Tom K. J. Craig. "Culture shock and social support". Social Psychiatry and Psychiatric Epidemiology 41, n.º 10 (14 de julio de 2006): 777–81. http://dx.doi.org/10.1007/s00127-006-0096-5.

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46

Sulaiman, Masagus y Kurnia Saputri. "CULTURE SHOCK AMONG FOREIGN STUDENTS: A CASE-STUDY OF THAI STUDENTS STUDYING AT UNIVERSITAS MUHAMMADIYAH PALEMBANG". English Community Journal 3, n.º 1 (15 de julio de 2019): 295. http://dx.doi.org/10.32502/ecj.v3i1.1695.

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The phenomenon of culture shock has some impacts on foreigners (i.e. psychological impact and intellectual impact), especially for foreign students studying in a new country. This research is aimed at figuring out the dominant aspects of culture shocks faced by the three Thai students studying at Universitas Muhammadiyah Palembang and how they cope with it. Descriptive-qualitative method was used in this research.To collect the data, the researchers used interview and questionnaire. Coding technique was used in analyzing the data. The results showed two dominant aspects of culture shocks found, namely: academic shocks (i.e teacher’s role and attitude, poorly organized program and classroom organization, and local students’ attitude). and social shocks (i.e.women-men relationship, community bonding, habits in social gathering). Generally, the three Thai students coped with the shock by preparing mental and psychology, as well as learning academic destination.

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47

Herdi, Herdi y Titi Handayani. "Taking a Look into the Culture Shock Experienced by Foreigners at Rumbai, Pekanbaru". Elsya : Journal of English Language Studies 2, n.º 3 (28 de septiembre de 2020): 40–44. http://dx.doi.org/10.31849/elsya.v2i3.4939.

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Culture is something that represents a country’s existence. Every country has a different culture because it has its way of life, habit, and custom. This research was aimed to find out the culture shock experienced by foreigners at Rumbai, Pekanbaru. This research was categorised as survey research designed. This research was descriptive qualitative. This research used purposive sampling to get the sample. Three foreigners responded in this research. The data of the study were taken by using observation, interview and field note. The researcher found that there were four stages of culture shock experienced by foreigners and six factors affecting culture shock experienced by foreigners. The first stage of culture shock was euphoria/honeymoon phase because of hospitality, scenery and custom of the host country. The second was the crisis stage, this crisis phase because of cross-culture differences in how people communicate. The third was recovery phases, where they began to accept, to resolve and to adjust their cultural differences. Finally, was the adjustment phase where they were enjoyed and accepted the cultural differences in the new environment. There were six factors affecting culture shock, and they were culture shock on weather, culture shock on food, culture shock on language, culture shock on social life, culture shock on etiquette and culture shock on the dress.

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48

Tolok, Beatus M. B., Maksimilianus Doi, Yuliana M. D’ K. Kara y Febe F. I. Wanggai. "CULTURE SHOCK EXPERIENCED BY CHRISTOPHER McCANDLESS IN INTO THE WILD FILM". Lantern: Journal of Language and Literature 7, n.º 2 (17 de septiembre de 2021): 99–105. http://dx.doi.org/10.37478/lantern.v7i2.1225.

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Penelitian ini bertujuan untuk mengetahui fase-fase culture shock dan penyebabnya yang dialami Christopher McCandless. Desain penelitian yang digunakan adalah metode deskriptif kualitatif. Pendekatan psikologis diadopsi untuk menganalisis fase dan penyebab culture shock. Data diambil dari film Into the Wild yang dialami oleh tokoh utama, Christopher McCandless. Berdasarkan hasil penelitian menunjukkan bahwa terdapat empat fase culture shock yang dialami Christopher McCandless dalam film Into the Wild, yaitu fase bulan madu, fase krisis, fase pemulihan, dan fase penyesuaian. Penulis juga menemukan dua penyebab culture shock yang dialami oleh tokoh Christopher McCandless, yaitu reaksi stres, kelelahan kognitif, culture shock peran, dan culture shock pribadi.

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49

Ullah Bhat, Sami y Dr Tushar Nair. "Cultural Shock in Anita Desai’s Novels". SMART MOVES JOURNAL IJELLH 8, n.º 12 (28 de diciembre de 2020): 170–85. http://dx.doi.org/10.24113/ijellh.v8i12.10870.

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Cultural Shock is a phenomenon which is generally experienced by the migrants whether they migrate for jobs, studies or in case of women, after marriage. Anita Desai has dealt with Cultural Shock in her novels along with other major themes. Anita Desai is one of the pioneers of Indian English Literature. Her novels are replete with themes of Cultural hybridity, alienation, nostalgia cross-cultural clashes etc. These themes are studied under the gamut of theme of Cultural Shock which forms a prominent theme of Desai’s novels. The characters she potrays in her novels undergo a transition from one culture to another wherein they receive this Cultural Shock because the new culture appears to them completely alien and contradictory to their opionions. Critics have often praised her for her lucid writing style and fecundity of thought in various books, edited volumes and research articles. However, the theme of Cultural Shock explicitly expressed in her novels has not caught the attention of many critics. There seems to be a considerable dearth of critcal appraisal with regard to the experience of Cultural Shock by her characters once they migrate from homelands to abroad. The present study aims to fill this void by emphasizing and critically examining the novels of Anita Desai with respect to the theme of Cultural Shock. The Cultural Shock of individuals which Anita Desai has potrayed in her books once they migrate from subcontinent towards the western world. The characters make a conscious choice or sometimes a forced decisions to migrate in expectation of better future and life in the new found worlds. The paper analyses the experience of Cultural Shock by these migrants once they reach and confront the alien cultures. The paper will also deal with the resultant themes of alienation, depression, nostalgia and agony experienced by the characters once they migrate from eastern cultures to western culture. The research article also delves deep into the cross-cultural connections and hybridity produced once the two culture meet and mingle in an individual’s personal life.

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50

Shieh, Chich-Jen. "Effects of culture shock and cross-cultural adaptation on learning satisfaction of mainland China students studying in Taiwan". Revista Internacional de Sociología 72, Extra_2 (9 de mayo de 2014): 57–67. http://dx.doi.org/10.3989/ris.2013.08.10.

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