Abstract
The subject of this article, Father Anastās Mārī al-Kirmilī (1866–1947), is a central figure in the Iraqi nahḍa. Although a Carmelite monk, he devoted his life in a non- confessional spirit to the study and reform of the Arabic language and the development of a specifically Iraqi historical and cultural consciousness. He wrote on linguistics, history, and folklore, he edited texts, published a journal and corresponded with Arab and European scholars. He is still a figure of reference for Iraqi intellectuals. By presenting his work in some detail, this article seeks to integrate him into the society of the nahḍawīs while demonstrating his particular contribution.
Focusing on the exodus from Egypt myth, an integral component of the Jewish people's religious and cultural consciousness, the current research highlights the advertising role in utilizing myth as both reinforcement, and as an agent of change in building the collective memory of the Jewish population in Palestine-Israel. The research claims that the local advertisers present their products and services to the local consumers in accordance with the ideology, interests and needs of Zionism. It points to various means for expressing the Zionism “national liberty” meaning of The Exodus myth. These means include the freedom to earn a living in the Land of Israel, the struggle for national liberty, and the “holiday of liberty” as the Israeli Independence Day.
This paper explores how the “meanings” of technology use are being culturally negotiated between Western educators and native Iñupiat Eskimo learners at schools across the Alaskan Arctic region, as part of a wider examination of the impact of the Western product and process technologies embodied by these schools upon the socio-cultural consciousness of the non-Western learners whose educational needs they seek to serve. There are two distinct aspects to this intercultural negotiation between educators and learners: (a) attempts of the former to reconcile their practices with the latter’s values, standards, and expectations; and (b) efforts of the latter to culturally appropriate the non-indigenous technologies being made available to them. It is expected that professionals working in a range of organizational contexts within our field may be able to gain insight from the remarkably universal nature of the problems and solutions involved in this extreme and instructive situation of socio-cultural tension
This paper explores how the “meanings” of technology use are being culturally negotiated between Western educators and native Iñupiat Eskimo learners at schools across the Alaskan Arctic region, as part of a wider examination of the impact of the Western product and process technologies embodied by these schools upon the socio-cultural consciousness of the non-Western learners whose educational needs they seek to serve. There are two distinct aspects to this intercultural negotiation between educators and learners: (a) attempts of the former to reconcile their practices with the latter’s values, standards, and expectations; and (b) efforts of the latter to culturally appropriate the non-indigenous technologies being made available to them. It is expected that professionals working in a range of organizational contexts within our field may be able to gain insight from the remarkably universal nature of the problems and solutions involved in this extreme and instructive situation of socio-cultural tension
The Theoretical Orientation and Path Choice of Enterprise Culture Construction from the Perspective of Cultural Consciousness
