Organizational culture acts as the mortar that connects the bricks. Every institution has its own unique culture which has been adopted and shared by all employees over the years. As establishment ...stories, ways of doing business, and communication styles change, culture also adopts itself to these in a way that is specific to that organization. Since there is no single understanding of culture covering all types of institutions, research has focused on classifying the concept of organizational culture according to types and concentrated on situational studies. As in for-profit businesses, culture is also significant in organizations that prioritize social goals. In this research, an academic organization within the realm of public institutions is discussed. The purpose of the article is to reveal the functioning of the elements that make up the organizational culture of the Open Education Faculty in the institution and the types of culture that are seen as dominant in the organization. In the case study, semi-structured interviews were conducted with the managers who have taken important roles in the history of the institution, and the documents containing information about the faculty culture were analyzed. The results of the qualitative content analysis revealed that Anadolu University Open Education Faculty has a strong and established culture, and this contributes to the work done and institutional development. Considering the dominant cultural styles in the institution; it is noteworthy that it started as an effective, collaborative, dynamic and work-based culture. With the institutional growth being experienced over time, the faculty culture has evolved towards a more protective, bureaucratic, and analytical one due to the difficulties in the organizational environment and the risks in the decisions taken. However, considering the scope, structural features, and stakeholder diversity of open education at home and abroad, the faculty still maintains a dynamic, collaborative and developmental cultural style with its ability to coordinate between units, its flexibility to respond to environmental changes, and its efforts to take innovative steps.
One of the most demanding aspects of intercultural communication is rendering the elements of foreign culture from source to target linguocultural system. As today more people are exposed to ...audiovisual than any other form of text, cultural representation is an important issue as these texts can be a powerful tool for construction or deconstruction of cultural and sociological stereotypes, dissemination of ideas, facilitating intercultural communication, etc. Hence, this study attempts to shed light on how the Anglophone culture is rendered in subtitling and what could be some underlying reasons for that. To this end, we have constructed a morphosyntactically annotated parallel English – Montenegrin corpus of TV subtitles consisting of 110 episodes of three different TV series that were broadcast on the public service broadcaster of Montenegro and scrutinized it to map the strategies used for rendering extralinguistic elements relying on the analytical framework proposed by Pedersen (2011).
Abstract
Empirical reception research in audiovisual translation (AVT) has long been neglected as most previous studies focused primarily on features of AVT as a product and the producers of AVT, but ...not on end-users. The importance of these studies is emphasized by the fact that AV content is designed for target audiences. Knowing their preferences, expectations and needs can inform the industry and, thus, increase positive reception, placement and usability of the product. The present contribution aims at answering the question of whether there is a difference in preferences when it comes to translation strategies used for rendering the elements of culture (EC) in two different AVT modalities (subtitling and dubbing) and what could be the underlying reasons for it. For this purpose, we conducted an experiment with 136 participants among the undergraduate students at two universities in Montenegro. Results indicate that end-users have different general preferences and expectations for these modalities. We hypothesize that the observed differences are related to the “vulnerability” of subtitling. Furthermore, fluctuations from the general preference in subtitling have been noted in monocultural ECs in connection with encodedness of the EC in source text humor. This shows that industry’s translation guidelines should be modality-specific and that an over-simplistic approach to the treatment of such a complex issue as rendering culture within certain modalities should be avoided.
Este artigo analisa a relação entre cultura e inovação por meio da percepção dos atores organizacionais, tendo como foco a delimitação de nove elementos da cultura que influenciam a inovação ...organizacional. A pesquisa caracterizou-se como exploratória e descritiva, com método quantitativo. A população é composta por professores de uma Instituição de Ensino Profissionalizante (IEP) de Santa Catarina e a amostra foi de 339 respondentes. O instrumento de coleta se constituiu em um questionário com 100 perguntas fechadas em escala Likert de 5 pontos, divididas em 9 elementos da cultura organizacional: valores; crenças e pressupostos; ritos, rituais e cerimônias; estórias e mitos; normas; comunicação; heróis; tabus; e, artefatos e símbolos. Os dados foram tratados por meio de Modelagem de Equações Estruturais (MEE), no intuito de medir as correlações causais entre elementos da cultura que facilitam à inovação. Os resultados indicam que a IEP possui um ambiente propício à inovação com uma forte caracterização em 8 elementos da cultura. Como conclusões, os dados quantitativos comprovam resultados sobre cultura organizacional que, até o momento, somente foram citados em pesquisas qualitativas. Valores, Crenças e Pressupostos foram os elementos que, por meio de simulação e com correlações significativas, se apresentaram como exógenos, ou seja, preditores de outros elementos da cultura organizacional. Além disso, em análises mais aprofundadas se verificou que as crenças e pressupostos foram preditores na criação de heróis e que estes impactaram na criação da comunicação organizacional.
This article analyzes the relationship between culture and innovation through the perception of organizational actors, focusing on the delimitation of nine elements of culture that influence organizational innovation. The quantitative research was characterized as an exploratory and descriptive study. The population is composed of teachers from institutions of education, mostly in regards professional in Santa Catarina and a sample of 339 respondents. The data collection instrument was a questionnaire with 100 closed questions with Likert scale of 5 points, divided into nine elements of organizational culture: values, beliefs and assumptions, rites, rituals and ceremonies, stories and myths, norms, communication, heroes, taboos; and artifacts and symbols. The data were analyzed by means of Structural Equation Modeling (SEM) in order to measure the casual correlations among elements of culture that facilitate innovation. The results indicate that the institution of education has an environment conducive to innovation with a strong characterization in eight elements of culture. In conclusion, the data show results on organizational culture that so far only have been cited in qualitative research. Values, and Beliefs and Assumptions were the elements which, through simulation and with significant correlations, presented as exogenous, ie, predictors of other elements of organizational culture. Moreover, further analysis have shown that the beliefs and assumptions were predictors in the creation of heroes and they impacted on the creation of organizational communication.
Mnogobrojnim istraživanjima utvrđeno je da se kvalitetne promjene u odgoju i obrazovanju mogu dogoditi promjenom ustroja i ozračja u odgojno-obrazovnim ustanovama, što nazivaju promjenom kulture ...odgojno-obrazovne ustanove. U određenju kulture odgojno-obrazovne ustanove polazi se od općeg pojma kulture kao temelja za razumijevanje kulture organizacije. O odgojno-obrazovnoj ustanovi raspravljamo kao o organizaciji, a o kulturi kao o sastavnom elementu opće kulture i vrijednosnog sustava u cjelini. Navodimo definicije različitih autora iz kojih je vidljivo da nema jedinstvene definicije kulture odgojno-obrazovne ustanove; autori je različito definiraju, naglašavajući da ju je potrebno stavljati u socijalni kontekst. Većina tumačenja odnosi se na specifične vrijednosti, uvjerenja i očekivanja ljudi u ustanovi, njihova uobičajena ponašanja, tj. rituale, načine na koje razumiju i interpretiraju svakodnevne događaje u ustanovi i sl. Kako bismo što bolje povezali ovaj koncept s izravnim promjenama odgojno-obrazovne prakse, u radu se raspravlja i o nekim elementima kulture odgojno-obrazovne ustanove. U tom smislu mijenjanje kulture odgojno-obrazovne ustanove je evolucijski proces u kojem je implementacija inovacija moguća na razini svake odgojno-obrazovne ustanove, a put prema kvalitetnim promjenama određuje se kao dugotrajan, zajednički, istraživački proces svih sudionika uže i šire socijalne zajednice.
Provider: - Institution: - Data provided by Europeana Collections- U ovome radu obrađuje se tema prevođenja elemenata kulture s engleskoga na
hrvatski jezik pomoću multimetodološkog pristupa koji ...objedinjuje kvantitativnu i
kvalitativnu analizu produktnog i procesnog korpusa istraživanja.
Osnovni cilj rada jest definicija i klasifikacija elemenata kulture u izvornome tekstu
te analiza strategija i postupaka prevođenja elemenata kulture u prijevodu s
engleskoga na hrvatski jezik kao i istraživanje samoga procesa prevođenja elemenata
kulture na temelju protokola glasnoga razmišljanja. Praktični cilj ovog rada jest
prijedlog modela prevođenja kulturne konstelacije teksta kako bi se eliminirali
najčešći uzroci neadekvatnih prijevodnih rješenja i pogrešaka u prevođenju kulturne
konstelacije teksta.
Pregled i analiza relevantne literature omogućili su ispunjenje teorijskih ciljeva, tj.
definiranje EK-ova i izradu potrebne taksonomije, što je poslužilo kao instrument u
istraživanju. Svi navedeni instrumenti objedinjeni su u multimetodološki model
istraživanja elemenata kulture u tekstu prema kojem je provedeno istraživanje na
produktnom i procesnom korpusu.
Zaključci iz produktnog korpusa mogu se sažeti na sljedeći način: dominiraju EK-ovi
iz područja društva, koji su prevedeni strategijom postranjivanja i postupcima
posuđivanja i kalkiranja, a u njihovom prevođenju relativno su česta neadekvatna
rješenja i pogreške. Istraživanje procesa prevođenja EK-ova pokazalo je da oni
prevoditeljima predstavljaju skoro pet puta veći problem od običnih leksema. Širi
kontekst ovih zaključaka jest sagledavanje prevođenja kao struke i djelatnosti,
odnosno potreba da se ovo pitanje uredi, odnosno da se normira i standardizira.
Osnovna hipoteza rada, naime da se elementi kulture sadržani u tekstu kao kulturna
konstelacija teksta prevode pretežito strategijom postranjivanja te da za prevoditelje
predstavljaju značajan problem i potencijalni je izvor pogrešaka, potvrđena je
rezultatima ovog istraživanja.- This dissertation deals with the topic of translating elements of culture from English
into Croatian by applying a mixed methods approach that combines a quantitative
and qualitative analysis of the product and process research corpora.
The objective of the thesis was to define and classify elements of culture in a source
text, to analyze translation strategies and procedures applied in the translation of the
elements of culture in the process of translation from English into Croatian, and to
examine the translation process itself, applying the think-aloud protocol approach.
The practical aim of the thesis was to propose a model of translation of cultural
constellation in a text, in order to eliminate the most frequent causes of inadequate
translation solutions and/or errors in the translation of a cultural constellation.
A review of the relevant literature and previous work in the field allowed for
achievement of the theoretical objective and definition of the elements of culture, as
well as a devision of taxonomies to be applied as a research tool in the study. All
instruments were combined in the mixed method research model applied in the study
of elements of culture on the two types of corpora: product and process.
The findings of the product corpus analysis indicated that the corpus is dominated by
elements of culture belonging to the lexical field of society, translated using the
foreignization strategy and the calquing procedure. Furthermore, the corpus reveals a
relatively high frequency of inadequate or erroneous translation solutions. The
analysis of the translation process indicated that elements of culture presented a
translation problem five times more difficult than a usual lexeme. The broader
context of these conclusions is the need to regulate and standardize translation as a
profession and as an activity.
The main hypothesis of this dissertation was confirmed in this study, namely that
individual elements of culture that form the cultural constellation of a text are
translated predominantly using the foreignization strategy and thus represent a
significant problem and potential source of translation errors.- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
Culture Analysis in Mohja Kahf’s the Girl in the Tangerine Scarf Nurfadhlina Sulaiman; Sofyan A. Gani; Kismullah A. Thalib
English Education Journal: Jurnal Pengembangan Pendidikan dan Pengembangan Pengajaran Bahasa,
11/2019, Letnik:
10, Številka:
4
Journal Article
Recenzirano
Odprti dostop
This research investigates the elements of culture implied in The Girl in the Tangerine Scarf, a novel by Mohja Kahf. This research focused on three aspects: the five cultural elements found in the ...novel, the Kahf’s description of social and religious common facts, and her description of problems faced by Khadra, the main character as a result of cultural differences. A qualitative method was used to analyze the novel. The data of this research was mainly the novel’s content, Kahf’s narration in the novel. To collect the data, documentation in form of quotation was used. The data were analyzed by using data reduction, data display, and data verification. The result of this research shows that five elements of culture are prominently used in the novel: symbol, language, norm, ritual, and value. Social and religious fact also became the important aspects of this novel. It is also found that attachment of the main characters who are Syrian immigrants to Islamic value became the author’s emphasis throughout the novel. Kahf’s juxtaposition of these Islamic values and the Protestant values held in the part of America where Khadra’s family resided seems to be source of the conflict in the novel. Another elements portrayed in the novel is the contrast between the Syrian’s appreciation of communality and the American’s appreciation of individualism. Lastly, the researcher found that Khadra faced obstacles living in American society. She is insulted, bullied, attacked, and one of Khadra’s friends was killed by American extremists. It means the culture is very influential in social life especially to adapt in a new environment.
This study aims to analyze the main aspects of the relationship between Great Britain and the European Union (EU) from the time of accession (1973) up to the time of Brexit's initiation (2016) and to ...outline the future relationship between them, after the exit procedure of Great Britain from the EU (2019) is finished. In this context, the attention will be directed toward classifying the relations between Great Britain and the EU, from a historical perspective in an attempt to identify the premises that contributed tacitly to the choice of the British to withdraw from the EU.The study then continues with a radiography of the ante and post Brexit events, in order to try to contribute to solving the most important problems caused by Brexit: setting the borders of Great Britain and Ireland, determining Great Britain's bill concerning the "divorce' from the EU and last but not least, establishing the situation of European citizens settled in Great Britain and of British citizens settled in the EU countries. A special section of this study is dedicated to summarizing the future socio-economic-political-cultural relations between Romania and Great Britain. The end of the study is dedicated to the presentation of the Brexit phenomenon as cultural element in the Community, met in painting, literature and theatre, form of manifestation generally embraced by the British supporters of Great Britain's remaining in the EU, who succeeded to create, combining reality with fiction, true works of art in every sense of the word.
Mastering grammar and vocabulary in communication are seemingly insufficient for learners to communicate with different societies worldwide. For this rationale, cultures in ELT materials took a ...pivotal role in equipping learners with intercultural communicative competence (ICC). Hence, the researchers critically analyze two national commercial textbooks commonly used in senior high schools for the tenth and eleventh grades in any area to examine the elements of cultures and their representations. The researchers address this gap by adopting critical discourse analysis (CDA) to get a profound interpretation of data. The textual data was categorized, coded, counted, and finalized by creating a description. The result revealed that these textbooks contained elements of cultures; product (63%, 44%), person (13%, 42%), practice (19 %, 8%), and perspective (5%, 6%) in different proportions. The result also points out that there is an unbalance among culture-related items with 59%, 51% in source cultures, 11% and 26% in target, and 17% and 8% in international, which means target and international cultures are less than source cultures. This research also found universal cultures relating to cultures free in these textbooks with 13% and 18%, respectively. The finding indicated that both textbooks have imbalanced cultures, which means that target and international cultures were under-represented. The researchers suggest that other Southeast Asian, African, and Russian cultures must be considered in the textbooks. Furthermore, this research expects the stakeholders to be more concerned with designing, concerning, and choosing suitable textbooks to equip learners with diverse cultures.
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