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Stephenson, something of a near do well, finds success and almost unlimited power through the newly reborn KKK of the twenties. Although he seemed to have little use for the philosophy that drove the organization he still was able to use it to propel him to a position of prominence similar to political bosses like Tweed or like minded populists like Huey Long. He even dreamed of one day becoming President, and according to some accounts, a strong man in the style of Mussolini.
The Klan of the twenties had little relation to either its predecessors or it's ancestors of today, except for the ceremonies, the hood and the hatred. In fact, they had more in common with Christian right groups like The Moral Majority. The Klan of the twenties, modern sympathizers may want to note, was more concerned with the dangers of papists than of blacks. Indeed, the anti-catholic nature of the Klan was the probably the predominate feature of the organization, and one of the reasons they opposed Democratic President aspirant Al Smith. The other reason of course was 'demon rum'. We tend to forget the importance of wets and drys in the era of prohibition, but the KKK of the 20s were as much about moral crusading and nationalism as Catholic bashing. Made up of WASPs of the fundamentalist persuasion, they attempted to impose their moral values on everyone, much like right wingers today, and much like right wing groups today, their leader failed to live up to the diktat's he wished to impose on others.
Stephenson, himself a drunk and slut, fell from grace after causing the demise of a young girl whom he desired. He kidnapped her, he raped her, he bit her viciously and did not bother to get her help when she took poison in response to his amorous attentions. Stephenson's minions mostly abandoned him at this point, except those that denied it ever took place. Indeed, despite his overt threats, even the politicians that he owned were willing to be exposed rather than defend him. One might think that moral crusaders of our own time could learn a lesson from this true-life parable, but that is perhaps asking too much.
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intercultural communication skills. The book provides a short, but
precise consolidation of the process of intercultural interaction, and
from there on focusses on identifying one of the most prolific tools,
the case study, employed to train intercultural communication
awareness and skills.
The 'culture assimilator' technique requires the trainee to read short
case studies, or critical incidents, that present culture clashes
between individuals from different cultural backgrounds. Trainees are
typically asked to select from a range of alternative explanations for
the incident. Through the process of discussing in groups, attempting
to draw a conclusion or discover underlying concepts, trainees learn
how and why people make judgements concerning the cause of behaviour.
The first third of the book provides a broad definition of
intercultural interaction and the issues involved at the point of
cultural misunderstanding (misattribution process). How the culture
assimilator facilitates the development of a more sophisticated,
layered understanding of cultural behaviour rounds out the
introduction.
The middle section of the books contains a substantial
bulk of critical incidents and their accompanying explanatory essays,
which cover 18 major themes that reflect the places and situations
where people are most likely to encounter difficulties (workplace, in
the family, education and schooling, settling in and adjusting,
socialising events, returning home, etc.).
The last third of the book looks at the application of the critical
incidents for an understanding of the emotional consequences of
culture clash, and provides further background for 'knowledge areas'
required to respond effectively to many every day behaviours.
For especially teachers and trainers this book is a rich source of
material to supplement courses or seminars, and a rare step-by-step
analysis of the development and use of a typical method of training
intercultural sensitivity. The authors guide the teacher and trainer
through the stages of administering the 'culture assimilator' using
sample incidents, and provide clear guidelines on how to construct or
tailor critical incidents key to their learners' understanding of
cultural concepts.
The book, both as informational background and practical skills
training tool, can be used for diverse groups such as international
businessmen, teachers and teacher education students, psychology
professors, cross-cultural trainers, and even health care
professionals. The critical incident method can be adapted along
culture-specific or culture-general lines, into role-plays, to
introduce a topic as a key point in understanding more complex
concepts.
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