bluuebunny/crossref_metadata_2025_split huggingface dataset:
Droughts in Amazonia: Spatiotemporal Variability, Teleconnections, and Seasonal Predictions
Authors: Lima Carlos H. R. , AghaKouchak Amir 
Published: December 2017

AbstractMost Amazonia drought studies have focused on rainfall deficits and their impact on river discharges, while the analysis of other important driver variables, such as temperature and soil moisture, has attracted less attention. Here we try to better understand the spatiotemporal dynamics of Amazonia droughts and associated climate teleconnections as characterized by the Palmer Drought Severity Index (PDSI), which integrates information from rainfall deficit, temperature anomalies, and soil moisture capacity. The results reveal that Amazonia droughts are most related to one dominant pattern across the entire region, followed by two seesaw kind of patterns: north‐south and east‐west. The main two modes are correlated with sea surface temperature (SST) anomalies in the tropical Pacific and Atlantic oceans. The teleconnections associated with global SST are then used to build a seasonal forecast model for PDSI over Amazonia based on predictors obtained from a sparse canonical correlation analysis approach. A unique feature of the presented drought prediction method is using only a few number of predictors to avoid excessive noise in the predictor space. Cross‐validated results show correlations between observed and predicted spatial average PDSI up to 0.60 and 0.45 for lead times of 5 and 9 months, respectively. To the best of our knowledge, this is the first study in the region that, based on cross‐validation results, leads to appreciable forecast skills for lead times beyond 4 months. This is a step forward in better understanding the dynamics of Amazonia droughts and improving risk assessment and management, through improved drought forecasting.
Three‐Dimensional Seismic Structure of the Mid‐Atlantic Ridge: An Investigation of Tectonic, Magmatic, and Hydrothermal Processes in the Rainbow Area
Authors: Dunn Robert A. , Arai Ryuta , Eason Deborah E. , Canales J. Pablo , Sohn Robert A. 
Published: December 2017

AbstractTo test models of tectonic, magmatic, and hydrothermal processes along slow‐spreading mid‐ocean ridges, we analyzed seismic refraction data from the Mid‐Atlantic Ridge INtegrated Experiments at Rainbow (MARINER) seismic and geophysical mapping experiment. Centered at the Rainbow area of the Mid‐Atlantic Ridge (36°14'N), this study examines a section of ridge with volcanically active segments and a relatively amagmatic ridge offset that hosts the ultramafic Rainbow massif and its high‐temperature hydrothermal vent field. Tomographic images of the crust and upper mantle show segment‐scale variations in crustal structure, thickness, and the crust‐mantle transition, which forms a vertical gradient rather than a sharp boundary. There is little definitive evidence for large regions of sustained high temperatures and melt in the lower crust or upper mantle along the ridge axes, suggesting that melts rising from the mantle intrude as small intermittent magma bodies at crustal and subcrustal levels. The images reveal large rotated crustal blocks, which extend to mantle depths in some places, corresponding to off‐axis normal fault locations. Low velocities cap the Rainbow massif, suggesting an extensive near‐surface alteration zone due to low‐temperature fluid‐rock reactions. Within the interior of the massif, seismic images suggest a mixture of peridotite and gabbroic intrusions, with little serpentinization. Here diffuse microearthquake activity indicates a brittle deformation regime supporting a broad network of cracks. Beneath the Rainbow hydrothermal vent field, fluid circulation is largely driven by the heat of small cooling melt bodies intruded into the base of the massif and channeled by the crack network and shallow faults.
Striking Distance Determined From High‐Speed Videos and Measured Currents in Negative Cloud‐to‐Ground Lightning
Authors: Visacro Silverio , Guimaraes Miguel , Murta Vale Maria Helena 
Published: December 2017

AbstractFirst and subsequent return strokes' striking distances (SDs) were determined for negative cloud‐to‐ground flashes from high‐speed videos exhibiting the development of positive and negative leaders and the pre–return stroke phase of currents measured along a short tower. In order to improve the results, a new criterion was used for the initiation and propagation of the sustained upward connecting leader, consisting of a 4 A continuous current threshold. An advanced approach developed from the combined use of this criterion and a reverse propagation procedure, which considers the calculated propagation speeds of the leaders, was applied and revealed that SDs determined solely from the first video frame showing the upward leader can be significantly underestimated. An original approach was proposed for a rough estimate of first strokes' SD using solely records of current. This approach combines the 4 A criterion and a representative composite three‐dimensional propagation speed of 0.34 × 106 m/s for the leaders in the last 300 m propagated distance. SDs determined under this approach showed to be consistent with those of the advanced procedure. This approach was applied to determine the SD of 17 first return strokes of negative flashes measured at MCS, covering a wide peak‐current range, from 18 to 153 kA. The estimated SDs exhibit very high dispersion and reveal great differences in relation to the SDs estimated for subsequent return strokes and strokes in triggered lightning.
New Media and Intercultural Communication
Authors: Shuter Robert 
Published: December 2017

Abstract
With the advent of new information communication technologies (ICTs), virtual, video, and mobile contact between cultures has increased exponentially. Intercultural new media studies (INMS) is designed to explore how ICTs affect intercultural communication. INMS examines new digital theories of intercultural contact as well as refining 20th‐century intercultural communication theories, interrogating their salience in a digital era.
Diaspora Identity and Communication
Authors: Sahoo Ajaya Kumar 
Published: December 2017

Abstract
This entry deals with the concept of diaspora and how issues of identity are prominent for diasporic communities in the present context of globalization. Diaspora and identity are interconnected and the link becomes stronger as a result of the growth of global communication technologies such as satellite TVs, radio channels, cell phones, and computers and the Internet. This entry tries to show how communication technology played an important role in creating and recreating the diasporic identity through the case study of Indian diaspora. While the first part of the entry discusses the emerging issues of diaspora as an analytical concept, the second gives an outline of the Indian diaspora, and the last part examines how communication technology creates and recreates diasporic identity.
Ethnic Media and Acculturation
Authors: Matsaganis Matthew D. , Ahadi Daniel 
Published: December 2017

AbstractThe process through which immigrants become incorporated into the social fabric of their communities of settlement has been called many things, including acculturation. This lengthy process shapes immigrants' life prospects, but also their social and cultural identity, at both an individual and collective level. Ethnic media—that is, media produced by and for (a) immigrant, (b) ethnic, racial, and linguistic minorities, as well as (c) indigenous populations—play three key functions in the lives of immigrant populations, thereby shaping the acculturation process and the outcomes individuals experience in their everyday lives. Empirical research indicates that ethnic media can facilitate the successful social integration of immigrants in their communities of settlement, but there are three sets of factors that can enable or constrain their ability to play this role.
Globalization and Global Village
Authors: Cheney George , Munshi Debashish 
Published: December 2017

Abstract
This entry considers globalization and the related metaphor of the “global village” and relates them to the context of intercultural communication, a subdiscipline that has, for the most part, not engaged macro‐global forces. Along the way, we consider questions such as the meanings and trajectories of globalization, its dominant discourses, key communication‐related aspects of globalization, and the implications of globalization for expanded horizons for intercultural communication.
Intercultural Citizenship
Authors: Wagner Manuela , Byram Michael 
Published: December 2017

Abstract
The concept of intercultural citizenship is explained and contextualized within current theoretical concepts dealing with citizenship and intercultural competence. The focus is on the notion of facilitating students' development of knowledge, skills, and attitudes to become intercultural speakers and active intercultural citizens. This is especially urgent with regard to current developments worldwide which necessitate a thoughtful and systematic approach to intercultural citizenship education. Education for intercultural citizenship postulates that learners can, in addition to learning active citizenship in their own country, acquire the knowledge and skills necessary to act in a community which is multicultural and international, and comprises more than one set of cultural values, beliefs, and behaviors.
Intercultural Communication in the Classroom
Authors: Hendrix Katherine Grace , Moore Nina‐Jo 
Published: December 2017

Abstract
Intercultural communication entails interactions between individuals who possess distinct cultural differences stemming from divergent histories, beliefs, and behaviors that can include nonverbal and verbal language use. These distinctions can be seen across the heterogeneous US population as well as during international travel or even contact via computer and/or phone technologies. Because difference promotes uncertainty and, in some cases, fear, the goal of intercultural communication courses—whether with a domestic or an international focus—is to promote understanding of and sensitivity to the culture of others while enhancing a student's ability to interact appropriately. Courses with domestic foundations address surface‐ and deep‐level diversity, including societal attitudes promoting prejudice and racism. Professors teaching international courses, in particular those involving study abroad, often rely on Hofstede's cultural dimensions (i.e., individualism/collectivism, power distance, uncertainty avoidance, masculinity/femininity, and indulgence/restraint) along with Hall's high‐ and low‐context theories. This entry provides a brief history of intercultural research and reviews each of the two approaches to teaching intercultural communication.
Second Language Teacher Education
Authors: Kelly Michael 
Published: December 2017

Abstract

Recent approaches to second language teacher education in Europe have built on the
Common European Framework
, which gives an important place to intercultural communicative competence. But the task of educating language teachers to include intercultural dimensions raises pedagogic and professional challenges. The teaching of cultural awareness is relatively unproblematic, but reflecting on the relations between cultures may conflict with a focus on the target language, and conflicts with the “native speaker” model of language learning. Intercultural approaches to language teacher education need to deal with these issues, and to provide trainee teachers with intercultural experiences and with the opportunity to reflect on them.
Intercultural Friendship
Authors: Jackson Jane 
Published: December 2017

Abstract
This entry begins by explaining the need that human beings have for interpersonal relationships. Several categories of intercultural friendships (interethnic, interracial, international, interreligious) are examined, as well as ties between people who differ in terms of social class, language, age, ability (e.g., physical, mental), gender, and/or sexual orientation. The benefits and barriers to the development of meaningful intercultural friendships (e.g., differing cultural perceptions, cyber connections, the formation of intercultural friendships/networks) are then discussed. Recommendations are made for future investigations of intercultural friendships.
Intercultural Teams
Authors: Fontaine Gary 
Published: December 2017

AbstractThis entry describes theory, research, and practice focused on intercultural teams. It reviews the historical emergence of that focus, the ways in which “team” and “culture” are defined, and significant differences between cultures that can impact the development and performance of those teams. The emerging view of teams as evolving and changing—rather than static—phenomena is stressed. Work suggests that the optimal approach to that development involves building team microcultures, or third cultures, accommodated to the ecology of each specific team with particular concern for the cultures of the members and the tasks they need to complete. Implications for training and intervention are suggested and the needs for future work in the area are identified.
Psychological Theories of Acculturation
Authors: Ozer Simon 
Published: December 2017

Abstract
This entry provides an introduction to the prominent acculturation psychological framework theory centered on the fourfold acculturation model and affiliated conceptions. This framework theory has been prevalent in psychological studies of how individuals adapt to intercultural transition. Drawing on critique of this fourfold model of acculturation, advancements have been made within the psychological study of acculturation, conceptualizing and investigating acculturation in a more flexible, dynamic, and complex way. These advancements address the notion of globalization as an acculturative factor, the differentiation of components central to the process, and the idiosyncratic complexity and ambiguity extant in the dynamic process of acculturative trajectories. In combination, they lead toward a future integrative version of acculturation psychology, capturing both the complex processes and the more static outcomes of acculturative change.
Third‐Culture Building
Authors: Chuang Rueyling 
Published: December 2017

Abstract
This entry provides a succinct theoretical overview and delineation of the third‐culture building (TCB) theory popularized by Fred Casmir. Casmir challenged the assumptions of traditional, rational, modern, and etic approaches to studying intercultural communication. He proposed a TCB model, which focuses on dialectic, interactive, emic, mutually beneficial, and multilayered intercultural transformation. The TCB metatheory model comprises five cyclic phases: (a) intrapersonal/intracultural communication; (b) interpersonal/intercultural communication; (c) rhetorical/intercultural communication; (d) metacultural communication; and (e) intracultural communication. Theoretical implications of TCB include examining intercultural and international encounters from a dynamic, dialectical, mutually interdependent vantage point, and asserting intercultural adaptation as a fluid, multifaceted, and postmodern process, which is not static nor an end‐state. This entry addresses major theoretical tenets, applications, and criticism of TCB. It also traverses past, present, and future directions of TCB.
Intercultural Communication Study in Finland
Authors: Salo‐Lee Liisa , Crawford Barbara J. 
Published: December 2017

Abstract

Intercultural communication (ICC) studies in Finnish higher education can be divided into three distinct but overlapping stages: (a)
national, with dawning internationalization
(1980s), single ICC courses in various disciplines and by individual researchers with international networks and research projects. The predominant research perspectives were cross‐cultural and comparative; (b)
internationalization
(1990s) with intense networking and establishment of ICC programs. Finland's first interdisciplinary ICC MA program started at the University of Jyväskylä in 1997. Criticism of the cross‐cultural paradigm and ethnocentric underpinnings of ICC theories increased; and (c)
global
(2000s), ICC as an academic discipline consolidated and universities offer ICC‐related programs at all degree levels. ICC studies are challenged by globalization, mobility, migration, and digitalization, as well as the theoretical turbulence within the multidisciplinary ICC field.
Essentialism and Universalism
Authors: Strauss Robert 
Published: December 2017

Abstract

The term
essentialism
implies that any entity has a set of requisite attributes that are fundamental to its form and function. For example, a chair has a determined function that dictates its form. However, if one applies the concepts associated with essentialism to groups of people, there are evident problems. A person with a particular form does not have a fixed function.
Universalism
is a notion that people everywhere in the world share similar norms regardless of their environment or socialization. At first glance these two terms appear complementary. They may or may not be, but both terms and their associated concepts can be problematic in the social sciences. When observing groups of people, “forms” may appear similar, but “function” and “meaning” generally vary across cultures. Rather than discard the terms
essentialism
and
universalism
, this entry analyzes their underlying assumptions and proposes a more sophisticated usage.
Interviews, Qualitative
Authors: Prentice Carolyn M. 
Published: December 2017

Abstract
The interview is the basic technique of qualitative research. In contrast to a standardized interview, the qualitative interview positions the participant as an equal partner in a free‐form conversation that can lead into unexpected topics. The purpose of this conversation is to create and share meaning by inviting participants to offer their insights in the terms and forms of their own choice. Most qualitative interviews have an intercultural dimension because the researcher stands outside the culture under consideration, or perhaps stands partially in both cultures, and is attempting to create meaning that can be shared with an audience of a different culture. Qualitative interviews are used as a stand‐alone method or with other qualitative or quantitative methods to expand understanding and to provide examples of communication practices as they are enacted in cultures.
Cultural Communication Norms
Authors: Hall Bradford ‘J’ 
Published: December 2017

Abstract
Cultural communication norms are grounded in the expected practices within a community that shares a system for making sense of the world. Norms are standards or informal rules that prescribe and proscribe behaviors associated with certain types of people with certain types of relationships. Members of cultural communities use norms to create desired impressions and to make sense of the behaviors of others. Norms help a community bond and provide a means of social control. Norms are central in recognizing and developing social identities. They can function as both a source of and resource in cultural conflict. The existence of active norms within a community is marked by members' patterns of response, tendency toward negative attributions, remedial work, and identity‐based humor. Recognizing and understanding the complex nature of cultural communication norms allows researchers to develop a more nuanced understanding of cultural communication.
Communication Modes,
D
anish
Authors: Levisen Carsten 
Published: December 2017

Abstract

Danish is a Scandinavian language spoken by 5–6 million speakers. The semantics and pragmatics of Danish are in many ways closer to English and the Anglosphere than to the continental European languages. At the same time Danish has its own distinctive character formed by the history of Danish discourse, which is reflected in cultural keywords, such as
hygge
“pleasant togetherness,” and in an egalitarian communicative ethos.
Communication Modes,
E
astern
E
uropean
Authors: Petkova Diana 
Published: December 2017

Abstract
In Eastern Europe there is a variety of languages and language groups, as well as two alphabets: the Latin and the Cyrillic scripts. Eastern Europe is composed of many different ethnic and religious communities too. In this way it is impossible to define a common Eastern European cultural model. In terms of geography, culture, and communication modes, at least three basic cultural communities can be outlined: northeastern European, Central European, and southeastern European. However, despite the big differences between the countries, there are some common discourses due to the fact that all the Eastern European nations are postcommunist societies. The first discourse is focused on the social and cultural trauma experienced in the period of socialism and often triggers hate speech. The second is based on nostalgia about the “good things” in the era of communism. And the third discourse is underlined by the constant questioning of “who we are.”
Communication Modes,Israeli‐Jewish
Authors: Katriel Tamar 
Published: December 2017

AbstractStudying the elaboration of communication modes that are recognized as distinctive to Israeli‐Jewish speech culture provides insights into deeply rooted meanings and tensions that have attended the making of Israeli culture as a national and ideological project. It speaks to such basic themes as the dialectical relations between individual and community, the tension between self‐expressivity and interactional accommodation, and the balancing between social distinction and a shared ethic of recognition. These themes and dilemmas are discussed with reference to reflexively named communication modes such as confessional ‘soul talks’ (sichot nefesh), straight talk (dugrispeech), griping (kiturim), online participatory practices (tokbeks), expressive verbal appreciation (lefargen), and more. A consideration of these communication modes as they have emerged during the past century suggests a gradual shift between a communally‐oriented to an interpersonally or group‐oriented cultural focus in Israeli‐Jewish society.
Communication Modes,Japanese
Authors: McDaniel Edwin R. , Ota Hiroshi 
Published: December 2017

AbstractThis entry examines normative, contemporary Japanese communication modes. Japan's geographical location, topography, historical development, and relative homogeneity of population gave rise to a distinct, culturally based communication style, which influences both verbal and nonverbal behaviors. The role of culture and communication in how the Japanese manage conflict, assign responsibility, engage in decision‐making, conduct negotiations, and cognitively process problem‐solving is also explained. Several cultural constructs which influence Japanese communication behaviors are discussed.
Communication Modes,LatinAmerican/Latino
Authors: Albert Rosita , McKay‐Semmler Kelly L. 
Published: December 2017

AbstractThis entry covers Latin American/Latino cultural and communication patterns, and often contrasts these patterns to those ofUSAmericans and Northern Europeans. It presents the preeminent emic 'interpersonal orientation” of Latin Americans, which encompasses familism,simpatía, respect and dignity, loyalty, cooperativeness, avoidance of criticism and of negative behaviors, and “connections.” It explains where Latin American cultures fall on the etic dimensions of individualism/collectivism, power distance (including class), uncertainty avoidance, and masculinity/femininity (including gender roles). It provides information about contact (including proxemics, touch, eye contact) and other nonverbal behaviors in Latin American cultures, of their tendency to use high‐context communication, and to emphasize polychronic, present /past, and “being” orientations.