Heathens to Christians: Exploring Norse Interactions with Anglo-Saxons and Notions of Medieval Identity

The Viking Age lasted from approximately the 8th century CE to the 11th century CE, and throughout this period Norse people raided, traded, settled, farmed, and came to political power in the British Isles. Due to Norse culture being predominantly oral rather than written, there is limited documentation of early Norse activities by the Norse themselves. For most of this period, surviving records about Norse activity in Britain come from the Anglo-Saxons. Because a lot of early Norse interactions in the British Isles were raids on Christian monasteries, these Anglo-Saxon accounts painted the Norse as merciless murderers who wanted to punish Christians. However, this perception of Norse intent was inherently distorted and was clouded by misconceptions. As Norse people began to settle in Britain, these interactions fundamentally changed, and emerged from this continued contact was new conceptions of Anglo-Saxon and Norse identity. This research project explores the changes in Anglo- Saxon perceptions of identity as they confronted Norse identity through continued interactions with them

Pathways to apprenticeships and traineeships for people from culturally and linguistically diverse backgrounds

Western Australia is experiencing a substantial shortage of skilled labour. The State Government is committed to increasing participation in the workforce across the board, through schemes such as the Plans 4 Jobs, especially because of the current severe skills shortage in the economy. The State Government is also committed, through the four principles of civic values, fairness, equality, and participation enshrined in the WA Charter of Multiculturalism, to promoting the full participation of all groups in all aspects of our community – social, economic, and civil – and to removing any systemic barriers to full participation. This commitment is also embodied in the multi‐departmental Policy Framework for Substantive Equality. Aside from equity, denying equal opportunity also engenders resentment and hostility within our community, diminishes human value, and denies the state the full benefits of all its members’ talents. The cost of discrimination accrues to those who are denied opportunity and to the society which tolerates discrimination. Members of Culturally and Linguistically Diverse (CaLD) communities in this state, in particular those from new and emerging communities, do not currently participate in apprenticeships and traineeships in significant numbers; this is regrettable and it is recommended that measures be taken to remedy this. The Western Australian Department of Education and Training (DET) commissioned this report to investigate barriers to apprenticeships and traineeships confronting people from CaLD backgrounds, and to recommend strategies to improve their participation in apprenticeships and traineeships. The project was undertaken by the Australian Academy of Race Relations (AARR) at Murdoch University, for DET, during the period July – November 2005. DET has many good programmes to promote apprenticeships and traineeships, including to members of CaLD communities. However, the array and complexity of these can be daunting, resulting in a lack of awareness of all the programmes available

Communicative differences between domestic and foreign instructors

The objective of this study was to investigate college students’ perceptions of their foreign and domestic classroom instructors. Two hundred and eleven college students participated in the study. The potential participants were approached and offered extra credit to participate, and all needed to have at least one domestic instructor and one international instructor during the semester of the research study. Participants filled out a series of measures first examining their personal levels of individualism/collectivism and ethnocentrism, followed by a set of questions related to the participants’ perceptions of their international instructor and then about their domestic instructor. To ensure that participants perceptions were consistent, the Generalized Ethnocentrism Measure was given at the beginning of the survey and then after the international instructor section and before the domestic instructor section. Results revealed support for findings of previous research, which found that domestic instructors were perceived as more effective than their intercultural counterparts on a variety of variables. In contrast, foreign instructors were considered to produce more communication satisfaction among college students. The specific characteristics of instructors that are likely to account for more effective and satisfying communication are discussed. The results of this study are useful for instructors who would like to be more competent and effective in the college classroom.DOI: 10.18870/hlrc.v4i4.18

Teaching Cultural Competence in Law School Curricula: An Essential Step to Facilitate Diversity, Equity, & Inclusion in the Legal Profession

Law schools must recognize and seek to remove the barriers to teaching cultural competence and DEI and provide appropriate training and workshops for law professors. Providing law professors with the tools to integrate cultural competency into existing curricula is a first and crucial step to ensure that law professors are well-versed in both their own cultural competency, and in the ability to provide cultural competency training to their students. The culturally competent student will become a culturally competent lawyer with the skillset to make impactful contributions towards DEI in and beyond the practice of law

Foundations for a Revival of the Case Method in Civil Law Education

The article explores the origins, foundations, and present development of the case method in the Civil Law tradition. It supports the idea that, properly defined, this methodology is very suitable for law, and not only in Common Law jurisdictions, but also the Civil Law and is even more appropriate in Continental law schools. There are indeed some undisputable common roots between Common Law and Civil Law regarding this pedagogical tool. The misunderstandings and skepticism about the usability of this method in Civil Law education are challenged and answered. The article proves that the case method is a serious and useful scholarly tool; it is not a new pedagogical technique, but is rooted and was nourished in ancient educational tradition, especially in humanities and law; it fits law as well as business, not only in the Common Law but also in the Civil Law tradition; it is deeply related to the entire history and development of the Civil Law. The author claims that it is not accurate to affirm that the case method is inherent and exclusively bound to a system using case law as a primary legal source, such as the Common Law tradition. He points out that it can be a fertile method in the Civil Law tradition. The work encourages a rebirth of this methodology for the teaching and learning of the Civil legal system, demonstrating that the Civil Law was taught with this methodology in the past and that present experience in contemporary law schools proves that it is an outstanding teaching tool in Civil Law jurisdictions. The case method is not an exotic flower having no place in the garden of Civil Law, but an important pedagogical element for the renovation of the Civil Law, the revival of which ought to be encouraged

Effectiveness of a multicultural education unit on the cultural sensitivity of undergraduate hospitality students

The purpose of this study was to develop and field test a curricular unit about multicultural perspectives integrated into existing courses in an undergraduate hospitality program. In addition, the Cultural Diversity Workforce Awareness Inventory (CDWAI), an inventory which measures awareness of and attitudes towards cultural diversity in the hospitality workforce, was developed and tested. The topics included in the unit were: culture and the workforce, developing sensitivity to the multicultural cultural workforce, dealing with assumptions/stereotyping and communication patterns within different cultures, and skills for multicultural managers. Activities for the class sessions included: readings, videotapes, a simulation activity, class discussions, and group activity. It was designed for two class sessions each three hours in length. The inventory consisted of 42 awareness and attitude statements. A Q-Sort by 30 experts was performed to verify classification of items in different subscales of the inventory. The result was a 31-item inventory with three subscales. The test-retest coefficient was .57 and the Cronbach's Alpha was .69

Advertising and translation: cultural adaptation, transcreation and transference in the global marketplace

This paper focuses on advertising as a complex and multimodal communication tool composed by different elements which, linked together, contribute not only to a particular trademark expansion, but also to achieving certain impact on the consumer’s behaviour. However, the existence of cultural elements inextricably linked to each country or community makes it necessary, in the case of global brands, to implement in some degree or another a process of cultural adaptation which allows the advertising campaign to achieve the expected effects among different target cultures. In many cases such a process critically involves some form of translation. The aim of this graduation project is first to provide an overview of the main features of advertising copy that pose a challenge for translation, and then to identify and analyse the several strategies used in order to translate and culturally adapt advertising messages in a setting that also involves a strong element of globalization.El presente trabajo se centra en la publicidad como una herramienta de comunicación compleja y multimodal compuesta por diferentes elementos que, ligados entre sí, contribuyen no sólo a la expansión de una marca, sino también a lograr cierto impacto en los consumidores. Sin embargo la existencia de elementos culturales propios de cada país o comunidad hace necesario la implementación, en el caso de marcas globales, de cierta adaptación cultural que permita que la campaña publicitaria pueda desplegar los efectos deseados en las culturas meta. En muchos casos, este proceso implica de forma crucial y de un modo u otro la actividad traductora. El propósito de este Trabajo de Fin de Grado es, por un lado, ofrecer una visión general de las principales características del lenguaje publicitario que plantean retos de cara a su traducción; y, por otro, identificar y analizar las diversas estrategias utilizadas para implementar dicha adaptación cultural en las distintas campañas, muchas veces marcadas por un fuerte componente de globalización.Departamento de Filología InglesaGrado en Estudios Inglese