Министерство образования и науки, молодежи и спорта Украины
Запорожское отделение Малой Академии Наук Украины
Профиль: гуманитарный
Секция: социология
ИНТЕРКУЛЬТУРНЫЕ КОММУНИКАЦИИ
В КОНТЕКСТЕ ГЛОБАЛИЗАЦИИ
Работу выполнила:
Лившенко Екатерина Дмитриевна
ученица 11а класса
Мелитопольского лицея « Творчество»
Мелитополь, Украина 2011
1
Интеркультурные коммуникации в контексте глобализации.
Екатерина Лившенко, Мелитопольский лицей “Творчество”, Украина.
Актуальность темы исследования: глобализация создает мир, в котором
люди из разных культурных слоев становятся зависимыми друг от друга все
в большей и большей степени. Хотим мы этого или нет, данные
взаимодействия будут продолжать расти по частотности и интенсивности.
Тем не менее, только на протяжении последних десятилетий человечество
начало систематическое и целенаправленное изучение аспектов
интеркультурной коммуникации в условиях глобализации мирового
сообщества, которая неизбежно ведет к культурному многообразию и
мультикультурализму во всех сферах жизнедеятельности человека.
Хьюстон Смит сформулировал это следующим образом: “Когда историки
посмотрят на наше столетие, они запомнят его не как эру космических
исследований или использования атомной энергии, но время, когда народы
мира впервые стали воспринимать друг друга серьезно”.
Объект исследования: глобализация мирового сообщества.
Предмет исследования: интеркультурные коммуникации.
Цели и задачи исследования: мобильность, расширение контактов между
государствами, глобальный рынок и возникновение мультикультурных
организаций и трудовых ресурсов требует развития коммуникативных
навыков и способностей, которые были бы приемлемы в условиях жизни во
всеобщем мировом пространстве. В результате, потребность в
межкультурных знаниях и навыках, развивающих интеркультурную
коммуникативную компетенцию, становятся необходимыми для ведения
продуктивной и успешной жизни в 21-м веке.
Практическая значимость исследования: в данной работе исследуются и
анализируются результаты практического применения возможностей
интеркультурных коммуникаций в сфере образования, здравоохранения и
межличностных отношений как аспектах жизни подростка, наиболее
подверженных влиянию процессов глобализации.
Хронологические границы исследования: 1995 -2011 г.г.
Территориальные границы исследования: Украина, Чешская Республика.
Соединенные Штаты Америки.
2
Intercultural Communication in the context of Globalization
Catherine Livshenko, Melitopol lyceum “Tvorchestvo”, Ukraine.
Identification of the Problem: Globalization creates a world in which people of different
cultural backgrounds increasingly come to depend on one another. And whether we like it or not,
those interactions will continue to grow in both frequency and intensity. However, during the last
decades, people have begun a systematic study of exactly what happens in intercultural contacts
when globalization of the world community inevitably leads to cultural diversity or
multiculturalism in all aspects of life.
Huston Smith said much the same thing when he wrote: “When historians look back on our
century they may remember it most, nor for space travel or the release of nuclear energy, but as
the time when peoples of the world first came to take another seriously.”
Object of the Research: globalization.
Subject of the Research: intercultural communication.
Objectives: mobility, increased contact among cultures, a global marketplace, and the
emergence of multicultural organizations and workforces require that we develop
communication skills and abilities that are appropriate to a multicultural society and to life in a
global village. As a result, the need for intercultural knowledge and skills that lead to
intercultural communication competence becomes critical for leading a productive and
successful life in the 21st century.
Practical Focus: the report is intended to provide a reader with the knowledge about and
suggestions for improving intercultural communication and to analyze the results of its practical
application.
The scientific research held on the problem of Intercultural Communication in the context of
Globalization touches upon the educational system, interpersonal relationships and health care
for being the settings that are most affected by globalization in the perspective of an average
student’s life style.
Chronological Focus: 1995- 2011.
Territorial Focus: Ukraine, Czech Republic, and the USA.
3
Contents
Introduction
3
Chapter 1:
Globalization: educational setting
1.1 Intercultural communication awareness in an educational context
5
1.2 Value Differences in Teaching and Learning in Europe and the USA
6
Chapter 2:
Globalization: interpersonal relations setting
2.1 Melitopol, Ukraine – a member of The Intercultural City programme
7
of the Council of Europe and the European Commission
2.2 Intercultural communication awareness in interpersonal relations
8
2.3 Intercultural communication experience
10
2.4 Summarizing Intercultural Communication Skills
13
Chapter 3:
Globalization: health care setting
3.1 Scoliosis etiology
15
3.2 The Schroth Method
16
3.3 Scoliosis treatment in Ukraine
19
Conclusion
21
References
22
Appendix
24
4
Introduction
The world we live in is shrinking. Travel that once took months now takes hours. Business
dealings that were once confined primarily to local economies have given way to an extensively
integrated world economy. Information that once traveled through error-prone and timeconsuming methods now appears in the blink of an eye across wide range of media. People in
virtually all locations of the globe are more mobile than ever and more likely to traverse into
cultures different than their own. Literally and figuratively, the walls that separate us are
tumbling down. Though we may not have fully become a “global village”, there is no denying
that the various cultures of the world are far more accessible than ever before, and that the
peoples of these cultures are coming into contact at an ever-increasing rate.
Intercultural communication between peoples is an integral attribute of the human society
development. Not a single country, even the one considered most powerful in political and
economic aspect, can meet cultural and aesthetic requests and needs of the humankind without
applying to the world cultural heritage, spiritual heritage of other countries and peoples. The
modern world is developing towards globalization. In this regard, the issues about the role and
the place of international communication become an integral part of life both for the humankind
in general, as well as for the individual.
Before getting deeper into these issues, we need to understand the way people perceive the term
“globalization”. This term is perceived in a number of ways: “the unity of capital”, “disappearing
of borders between nations and increasing the international division of labor”, “the similarity of
values among different cultures”, “everybody and everything together”. As it can be noticed
from the results of our survey, the majority of students find globalization as the unity in
economic, political and cultural aspects. Taking this into consideration, we can conclude that
international communication plays a great role in the process of globalization.
And what is intercultural communication? “In its most general sense international
communication occurs when a member of one culture produces a message for consumption by a
member of another culture. More precisely, international communication is communication
between people whose cultural perceptions and symbol systems are distinct enough to alter the
communication event” (O. Kovbasyuk). In spite of the fact that this phenomenon is being
researched by scholars from the whole world for many years, it still remains timely and causes
controversies and discussions. Under the circumstances we would like to answer the list of
questions:
-What is the role of intercultural communication in the context of globalization?
-How will the process of globalization influence the humankind?
-Do we take into account cultural difference while we are joining the process of globalization, or
do we globalize only for the sake of globalizing?
5
Chapter 1
This chapter is about the relationship between culture, education and the changes taking place in
the world. We believe it is important to examine the educational setting for three reasons:
First, you can gain valuable insight into a culture by studying its perception of and approach to
education.
Second, education in all of its forms is one of the largest professions.
Third, schools are a primary means by which a culture’s history and traditions are passed from
generation to generation. Or as a historian Will Durant said, “Education is the transmission of
civilization.”
Intercultural education in the schools is designed for students. It begins rightfully with each
student’s concept of self and expands in ever-widening circles in the direction of understanding
others. In other words, it leads students to move from egocentrism to involvement and
consideration for others. Eventually, multicultural education engages students in the larger issues
and problems of the world, as depicted in this diagram.
Concern with larger problems and
issues
Understanding others
Self-esteem for all
Any
student
As John Dewey wrote, “Education enables individuals to come into full possession of all their
powers”. The aim of all good teaching should be to assist each student in reaching his or her
fullest potential.
And through achievement they gain self-esteem. Intercultural education must be studentcentered. We need to perceive students as individuals, being careful to avoid generalizations that
lead to stereotyped thinking.
Student-centered instruction recognizes student learning as the ultimate aim of education.
Students are expected to be self-motivated learners, to inquire and to discover, and also to
question established practices or assumptions. At the same time, students need to be aware of the
responsibilities that are directly related to choice and decision making.
6
1.1
Intercultural communication awareness in an educational context
A case study was conducted to examine the significance of value differences in intercultural
communication awareness in an educational context. There were two categories of participants in
the questionnaire: staff members and students at Melitopol Lyceum “Creativity”, Ukraine.
As all staff members and students at the Lyceum were directly or indirectly involved in the
intercultural life of the educational establishment, they were invited to take part in this study.
Data gathering involved the distribution of 110 questionnaires, which were completed by the
following respondents: 80 students and 30 staff members.
The data provided information on two major aspects:
_ Teaching and Learning thirty years ago (staff members’ opinions)
_ Teaching and Learning nowadays (students’ opinions)
Value Differences in Teaching and Learning in Ukraine
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Young should learn; adults cannot accept student role.
Students will speak only when called upon by teacher.
Education is way of gaining prestige, getting into higher social
class.
Teachers expected to give preferential treatment to some
students.
Teacher-centered education.
Students expect teacher to outline paths to follow.
Teacher is never contradicted.
Students feel comfortable in structured learning situations
(precise objective, detailed objective, detailed assignments,
strict timetables).
Teachers should respect independence of students.
Student-centered education.
Teacher expects students to find their own paths.
Students allowed contradicting teacher.
Effectiveness of learning related to amount of two-way
communication in class.
Outside class, teachers are treated as equals.
Students feel comfortable in unstructured learning situations.
Students rewarded for innovative approaches to problem
solving.
One is never too old to learn.
Education is way of improving economic worth and self-respect
based on ability and competence.
Teachers expected to be strictly impartial.
Teacher merits the respect of students.
30 years
ago
Nowadays
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
7
1.2
Value Differences in Teaching and Learning in Europe and the USA
The second part of the study was based on the Internet survey held among European and
American teenagers. Data gathering involved the distribution of 80 questionnaires, which were
completed by the following respondents: 40 students from Europe and 40 students from the
USA.
The data provided information on the following major aspect:
-Value Differences in Teaching and Learning in Europe and the USA.
Value Differences in Teaching and Learning
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Young should learn; adults cannot accept student role.
Students will speak only when called upon by teacher.
Education is way of gaining prestige, getting into higher social
class.
Teachers expected to give preferential treatment to some
students.
Teacher-centered education.
Students expect teacher to outline paths to follow.
Teacher is never contradicted.
Students feel comfortable in structured learning situations
(precise objective, detailed objective, detailed assignments,
strict timetables).
Teachers should respect independence of students.
Student-centered education.
Teacher expects students to find their own paths.
Students allowed contradicting teacher.
Effectiveness of learning related to amount of two-way
communication in class.
Outside class, teachers are treated as equals.
Students feel comfortable in unstructured learning situations.
Students rewarded for innovative approaches to problem
solving.
One is never too old to learn.
Education is way of improving economic worth and self-respect
based on ability and competence.
Teachers expected to be strictly impartial.
Teacher merits the respect of students.
Europe
USA
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
Research findings support our conviction that effective intercultural teaching is student-centered
rather than teacher-dominated. The teacher does not abdicate his or her position but rather plans
quality learning activities that engage students in active, hands-on experiences and builds on
8
success to develop students’ self-esteem. The teacher models appreciation for diversity by
building on students’ prior knowledge and setting clear, realistic expectations for each student’s
abilities. Learning experiences are designed to promote student interaction and to generate
inquiry and thinking through both talking and writing.
Chapter 2
As communities across Europe grow increasingly diverse, the way they manage diversity
becomes a key challenge for the future. Successful cities and societies of the future will be
intercultural: they will be capable of managing and exploring the potential of their cultural
diversity to stimulate creativity and innovation and thus generate economic prosperity and a
better quality of life. Diversity can be a resource for the development of a city if the public
discourse, the city's institutions and processes, and the behavior of people, take diversity
positively into account.
The Intercultural City programme is a joint project of the Council of Europe and the European
Commission, initiated in 2008. It aims at stimulating new ideas and building an intercultural
vision and strategy for the cities, reviewing polices through the “intercultural lens” and
developing intercultural skills.
Through the Intercultural City network, the project aims to facilitate mutual mentoring and
exchange between cities. The network is a learning community of cities, politicians,
practitioners, academics and members of society, learning from each others’ experiences in order
to enable cities to respond positively to the challenge of diversity.
The map of the Intercultural City programme
.
9
2.1
Melitopol in The Intercultural City programme
For the fact Melitopol represents Ukraine in the Programme since 2008 and is considered to be
an intercultural city, we would like to analyze its population diversity first of all.
According to the 2001 Census, 93 nationalities and ethnic groups are represented among the city
population which totals around 158 000 people.
The ethno-cultural composition of the city population is represented by these main ethnic
groups:
1) Ukrainians – 87750
2) Russians – 62050
3) Bulgarians – 2910
4) Tartars – 1510
5) Byelorussians – 1060
6) Gypsies – 480
7) Armenians – 435
8) Crimean Tartars – 380
9) Hebrews – 360
10) Greeks – 320
11) Germans – 220
12) Poles – 205
13) Moldavians – 200
14) Czechs – 150
15) Georgians – 135
Analyzing the historical background of the city, we can conclude that Melitopol is a unique city
where many ethnicities and nationalities have coexisted in harmony for over 200 years. When
taking into consideration, that within only a few hundred kilometers constant conflicts between
the Tartars and the local population of the Crimea are possible, the importance of this
achievement can hardly be exaggerated.
Ethnic and national groups are completely integrated in the city’s social and political life.
Language and traditions are maintained and nourished by individual groups but involvement of
the broader community is sought in all their activities. Since 2007, an Easter ceremony has been
celebrated with the active participation of Muslim citizens.
2.2
Intercultural communication awareness in interpersonal relations
Melitopol Lyceum “Creativity” is a specialized high school established by the state for
developing and maintaining creative and learning skills of Ukrainian students. The educational
establishment has a wide range of international links and contacts. It provides the students with
the possibilities of taking part in exchange learning programs and scientific conferences,
studying and traveling abroad.
10
The present research investigated and compared the level of intercultural communication
awareness among the students of Melitopol Lyceum “Creativity” (150) and some other
Melitopol schools (150). It should be noted that representatives of both of the groups live and
study in an intercultural city though the second one does not experience taking part in the
international cooperation.
Participants were invited to take part in informal interviews as well as a questionnaire (given in the
appendix) to present their views on intercultural communication and how it affects their interaction
with people from different cultural backgrounds. The paper discussed the results of this study in
terms of personal development, intercultural identity, and professional effectiveness.
The results of the Intercultural Quiz
Czech Republic
Italy
lyceum
other schools
Egypt
Turkey
0
20
40
60
80
100
120
140
160
Number of correctly given answers
The studies have proved our initial point for the present study that the school education
supported by international materials such as simulations and exchange programs
and other non- academic programs such as internship experience, language courses and even
via internet will help to educate graduates in the context of globalization. Thus
acquiring
knowledge and understanding of cultural factors is the key to successful
communication across cultures (Beamer, 1992). The success of any international education
program highly depends on how well the developers understand the aspects of the ICC such as
intercultural sensitivity and the way they arrange the process through better ICC. It is highly
11
believed that when both sides in the education system are willing to get and accept the
required knowledge about different cultures, ask the proper questions and enjoy these
differences, the success in international environment is inevitable and easily supported by the
necessary programs.
This sample refers to the profile of the participants in the field and can be accepted as
representative for Melitopol. In this sense the results of the investigation have a representative
character too as they were gathered in face to face interviews.
The Influence of Globalization
Food
Culture
Emigration
Health Care
Education
The Influence of Globalization
Economy
Politics
Tourism
Fashion
0
20
40
60
80
100
120
140
160
2.3
Intercultural communication experience
More and more colleges and universities are looking at studying in the context of globalization.
Hopkins says that today, “in their goals and mission statements, most colleges and universities
include some version of ‘knowledge of other cultures’ as a component of a liberal education”
(Liberal Education, 1999,)
So, what are the skills needed for success in today’s world? They differ from those needed even
fifteen years ago for the reason of:
1. An increasing internationalization of campuses, companies, and communities.
12
2. Young people today are also a part of an increasingly educated population.
3. Capricious job market. College graduates today can be expected to change careers—not
jobs—six times in their life, and will retire from jobs for which do not even presently exist. In
fact, rather than looking for specific training in a single field, many employers today are looking
for communication skills as their top priority in employees (Job Outlook, 2000, p.6).
Consequently, college students today need an education that provides them with skills—such as
communication skills—that will allow them to compete in a global market with an increasingly
educated population.
My question is whether an intercultural communication experience helps students acquire such
skills. Does this experience help students develop communication skills needed to work in a
global community? Does this experience distinguish graduates from the general educated
population regarding intercultural communication skills?
Melitopol lyceum “Creativity” was chosen as an object of the study given below for the
following reasons:
Today majority of universities and social entities are applying different programs for students
to give opportunities of studying and working abroad. Among these programs most popular ones
are Erasmus in the EU area, Study Abroad, Work and Travel and language
courses. The logic behind sending students for overseas experience is providing them with a
short term international experience during which they can develop required skills that will
probably guide them in the global business world of today’s economies (Roy, 2006). These
attempts are mostly viewed by ICC supporters in the literature and like Deardorff (2004) most
studies argued that these experiences provided students with required knowledge, behaviors
and skills for better ICCs. Global Graduate Model of Roy (2006) focused on the idea
that the study abroad experience leads to intercultural competence and as a result produces
global graduates.
Melitopol lyceum “Creativity” started participating in the international cross-cultural
communication process in 2000 applying to Peace Corps international volunteer program. That
gave undergraduates the possibility to have teachers and friends from other cultures and nations
and to travel and study abroad.
Since 2008 Melitopol lyceum “Creativity” has been cooperating with Unichov Gymnasium,
Czech Republic.
Due to this cooperation the students have been constantly enrolled in educational and cultural
international programs and developed their intercultural communication skills.
Intercultural communication is guiding the students and school personnel to equal relations and
an improved climate for everybody in school environment. In practice they get to know each
other through exercises aiming at cooperation and trust.
Through intercultural communication the ambition is to create democratic and inclusive
encounters and support equal relations. The overarching objective is to create a climate where
everyone in school gets the sense of being worthy, participating and safe. Intercultural
communication is described as a method and an approach guided by play, interaction, dynamism,
creativity and mutual respect. In practice intercultural communication is about different kinds of
group exercises where both students and school personnel can interact and get to know each
other through team work and problem solving. In this way participants take on new roles when
interacting as they also are trained in cooperation and active listening.
13
Analyzing the process, the skills one recognizes as a result of such study are:
• increased foreign language skills
• knowledge of a (single) new culture
• perhaps knowledge of a specific topic better learned in a different environment.
The following chart analyzes the results of the final examinations in English (including practical
course, business course, country studies, literature) of the graduates of Melitopol lyceum
“Creativity” in a time period from 1995 till 2011 and the influence of international intercultural
communication on it.
The level of foreign language skills
100%
80%
60%
satisfactory level
40%
high and good level
20%
0%
As we have mentioned before, the participation of Melitopol lyceum “Creativity” in the
international cross-cultural communication process started in 2000. Since that time the level of
foreign language skills among students increased greatly up to 95 percents in average while as
we can see in the diagram the period from 1995 till 1999 is characterized by 60 percents in
average.
We believe, though, that in addition to developing skills which are directly related to one specific
other culture, that participants develop certain personal skills such as sensitivity, perseverance,
and adaptability that transcend success in a single culture to success in a variety of intercultural
situations. These skill sets can be identified as intercultural communication skills, or the ability
to effectively interact with people of different cultures.
Conducting research on students’ development or improvement of intercultural communication
skills in the context of globalization can advance the international experience from being one of
value only for individuals interacting with one specific foreign culture to being of value to all
individuals of today’s multicultural world.
14
2.4
Summarizing Intercultural Communication Skills
In reviewing the literature on intercultural communication skills and competency, several key
elements recur.
Flexibility and open-mindedness is one notable trait that many theorists include in their lists. It
was called cognitive flexibility, open-mindedness to new ideas, openness to change, high
tolerance of ambiguity, and the multicultural man in constant personal transition by different
researchers, but the theme of flexibility and open-mindedness remained.
A second characteristic often noted is cultural empathy. Again, different names by different
theorists were non-judgmental perceptiveness, the mediating man believing in the community of
mankind, believing in the value of all men, having intuition and sensitivity toward the other,
intercultural empathy, the ability to respectfully observe and react to the other’s communication
process through verbal and non-verbal sensitivity. This can be summed up as perceptual acuity,
or ability to perceive and interpret the other’s actions through a broad cultural lens.
Personal strength and stability is mentioned in different forms as another important trait for
successful intercultural communicators. It was described as personal stability, the multicultural
person who is grounded in his or her own cultural reality, a high degree of integration,
personality strength, positive self-esteem, an internal locus of control, or inner-directed drives
and motivations, but the ideas can be expressed as personal autonomy.
Finally, resourcefulness and ability to deal with stress recur throughout intercultural
communication competency research. Described as the ability to create a new set of social
rewards to sustain one’s behavior, problem-solving abilities, or the ability to manage
psychological stress, this trait can be called emotional resilience, and means the ability to face
failures, confusions, and misunderstandings and to continue working towards positive
interactions.
Factors affecting the ability of individuals to
be “intercultural competent
communicators” have been studied by various scholars among whom there are lots of
similarities. For example Ruben (1976) underlined seven elements regarding behavior of an
individual that will support effectiveness of intercultural communication ; display of respect,
interaction posture,
orientation to
knowledge, empathy, role behaviors, interaction
management and tolerance of ambiguity. Chen (1988) has also stated four main dimensions
for ICC ; personal attributes, communication skills, psychological adaptation
and
cultural awareness.
These four basic dimensions
are divided into various subcomponents to ease the evaluation of competent levels of communicators such as; knowing one
selves, being capable of demonstrating
both verbal and non-verbal behaviors
such as message
skills, flexibility, interaction management and social skills, being able to
deal with the stress of a climate to a new environment and understanding values, customs,
norms and social systems of different culture.
In another study Vuckovic (2008) has listed the factors affecting the ICC ability
of individuals as culture, perceptions, roles and identities, communication styles and personality.
The summary of the literature survey regarding the components of ICC is summarized in the
model given in Figure 1.
15
Communication
Competence
Intercultural
Awareness
Personal Attributes
Psychological
Adaptation
Education
Social Skills
Strength and Level of
Intercultural Communication
Competence
The Success of University Graduates in the
International Business Environment of the 21st
century.
Adaptation to
new Environment
Perception
Figure 1.
The components of ICC
As can be seen in Figure 1, all the independent variables has both individual and cumulative
direct effect on the ICC of a person and an indirect affect on the success
within the international business environment. Without a question, each component of
ICC which is listed in Figure 1 has various effects on the “strength and level of ICC” hence
the success of new graduates in international business environment which requires further
studies.
Chapter 3
It is important to examine the health care settings in Ukraine for being one of the settings that are
most affected by globalization in the perspective of an average student’s life style.
In addition, we investigated the problem of health care for many reasons. First, the promotion of
health and the prevention of disease constitute an urgent need for studying this context. Second,
misunderstandings and lack of information from ineffective communication cause many people
to suffer needlessly. Finally, in one way or another, everybody may be a part of an intercultural
health care interaction because the health care industry is one of the fastest- growing industries in
the modern world.
The subject of the investigation is such a widely spread among teenagers disease as scoliosis.
Scoliosis has challenged the medical fraternity since the time of Hippocrates, ever since physical
16
therapists and orthopedic mechanics have existed. Despite acquisition of much knowledge and
undisputable partial successes, for example operative procedures, one must admit that
fundamental therapeutic problems still cannot be solved. Even with critical appraisal, a method
of resolution is not in sight.
From the first sight the disease is not so dangerous as heart problems or cancer are, though if
not treated, the spine may undergo progressive axial rotation, increasing the clinical deformity
(Gunnoe, 1990). This progressive axial rotation can lead to an increased incidence and severity
of back pain (Bunnell, 2005), progressive cosmetic deformities, social and psychological
problems, and financial costs (Bunnell, 1984). With severe curvatures of more than 80˚
(Bunnell, 2005) or 100˚ (Greiner, 2002, and Bunnell, 1984), there can be cardiopulmonary
compromise as well as subsequent morbidity and early mortality (Gunnoe, 1990).
3.1
Etiology
Scoliosis is a three-dimensional deformity of the spine (Huang, 1997), characterized by both
vertebral and trunk rotation (Bunnell, 2005). Individuals with scoliosis may exhibit markedly
altered standing postures and rib cage deformity. (Pearsall et al., 1992). Its origin may lie in
paralysis, hereditary and genetic diseases, or other identifiable causes, but 80% of
cases are idiopathic and, although researchers have investigated the etiology (Moe and Byrd,
1987), no conclusive evidence as to cause has been documented.
Idiopathic scoliosis, which has no known cause, is the most common cause of curvature of the
spine and is divided into three age groups. Infantile idiopathic scoliosis is detected before age
three. Juvenile idiopathic scoliosis is detected between the ages of three and ten (Rooney and
Akbarnia, 2004) or up to the onset of puberty (Lonstein, 1988). Adolescent idiopathic scoliosis
occurs between the onset of puberty and skeletal, or physiologic, maturity (Gunnoe, 1990).
Adolescent idiopathic scoliosis is the most common subcategory of idiopathic scoliosis (Rooney
and Akbarnia, 2004) and is the primary subject of this review.
Idiopathic scoliosis has an unknown etiology despite extensive studies.
The idiopathic
diagnosis is given to a scoliosis case where there is an absence of other spinal malformation or
functional abnormalities (Gunnoe, 1990). The causes of scoliosis are probably multiple (Staheli,
2001), involving neuromuscular, hormonal, biomechanical, and other abnormalities (Mirtz,
Thompson, Greene, Wyatt, and Akagi, 2005).
One more risk factor for scoliosis is being female. Although Staheli (2001) found girls and boys
to be equally affected, most studies agree that girls have a higher prevalence of scoliosis than
boys (Wong et al., 2005; Pruijs, Van Der Meer, Hageman, Keessen, and Van Wieringen, 1996;
Nussinovitch et al., 2002; Rogala et al., 1978; Willner and Uden, 1982; Bunnell, 2005; Mirtz et
al., 2005; Soucacaos et al., 2000; and Gore, Passehl, Sepic, and Dalton, 1981). Bunnell (2005)
states that the prevalence is nearly equal in both genders for small curves, but for curves greater
than 30˚, girls have a 3-10 times greater prevalence than boys.
The prevalence of scoliosis has also been a subject of much research and depends greatly upon
the criteria for defining scoliosis. For curves greater than 5˚, Bunnell (2005) reports a prevalence
of 7.7%.
17
3.2
The Schroth Method
The most effective non-invasive treatment for idiopathic scoliosis used successfully in Europe
since the 1920s was established in the English-speaking world at the beginning of the 21st
century. Originally developed in Germany by scoliosis sufferer Katharina Schroth, by the 1960s,
the Schroth Method had become the standard non-surgical treatment for scoliosis in Germany.
Schroth treatment is currently supported in Germany by the federal health insurance system, and
German orthopedic surgeons routinely refer patients for Schroth scoliosis exercise therapy. This
method is now taught to scoliosis patients in clinics specifically devoted to Schroth therapy in
Germany, Czech Republic, Spain, England, Turkey and, most recently, the United States.
The Schroth method of physical therapy, combined with the Cheneau bracing system (developed
by Dr. Jacques Cheneau of France), addresses scoliosis from a three-dimensional approach both
to prevent progression of scoliotic curvature (in children) and reduce resulting pain as well as
promote anatomical symmetry (in children and adults). Because each individual's curve is
unique, and because scoliosis involves the rotation (twisting) of vertebrae--in different directions
in different areas of the spine--as well as the side-to-side, S-shaped or C-shaped curvature, this
three-dimensional approach seeks both to "untwist" (or de-rotate) and to straighten the spine by
employing specialized equipment and exercises that elongate shortened muscles and strengthen
overstretched, overtaxed muscles. The exercises are augmented by a technique called "rotational
breathing," which expands collapsed portions of the rib cage, thus also helping to pull the spine
out of its twisting and curving.
24-year-old woman (left) with extremely severe scoliosis and atrophied left side.
After three courses of intensive Schroth treatment, each of 3 months duration (center).
After four in-patient courses (right).
Treatment in this extraordinary case was significantly longer than usual.
Clinical Studies:
1) Schroth Therapy Reduces Curves, Avoids Surgery
A Schroth clinic in Spain reports surgery rate as low as 5.6%
18
Since 1991, Dr. Manuel Rigo's clinic in Barcelona has practiced bracing and physical therapy for
adolescent idiopathic scoliosis (AIS). His scoliosis database was searched for patients with AIS
who were at least 15 years of age at last review and who had adequate documentation of their
Cobb angle.
Of 106 braced cases (97 followed up), only six cases (5.6%) ultimately underwent spinal fusion.
Even if all nine cases from which data could not be obtained had undergone surgery, the greatest
number of spinal fusion cases would be 15 (14.1%). In contrast, published data from an Irish
center with a policy of non-intervention reported surgeries on 28.1% of their AIS patients.
Source: Rigo M, Reiter Ch, Weiss HR. "Effect of conservative management on the prevalence of
surgery in patients with adolescent idiopathic scoliosis." Pediatric Rehabilitation 2003 JulDec;6(3-4):209-14.
2) Schroth patients are much less likely to suffer curve progression
Two independent patient groups matched by age and sex at diagnosis were analyzed using the
outcome parameter, incidence of progression (> or =5 deg ). One group was untreated and the
other received scoliosis in-patient rehabilitation (SIR) at the Katharina-Schroth-Klinik, Bad
Sobernheim, Germany. Untreated patients progressed 1.5 to 2.9 times more than those treated
with SIR, even though some SIR-treated patients had more severe curvatures
Source: Weiss HR, Weiss G, Petermann F. "Incidence of curvature progression in idiopathic
scoliosis patients treated with scoliosis in-patient rehabilitation (SIR): an age- and sex-matched
controlled study." Pediatric Rehabilitation 2003 Jan-Mar;6(1):23-30.
15-year-old girl (left) with left lumbar and right thoracic curvature.
After a six-week course of Schroth treatment (right).
Degrees of curvature are marked on the X-rays.
19
3) Schroth reduces abnormal curves by over 30% and increases lung capacity
Out-patient Schroth therapy of 50 patients at the Physical Therapy and Rehabilitation School,
Hacettepe University, Ankara, Turkey, reduced average Cobb angle from 26.1 to 17.85 deg in
one year. Vital capacity increased by 420 ml.
Source: Otman S, Kose N, Yakut Y. "The efficacy of Schroth's 3-dimensional exercise therapy
in the treatment of adolescent idiopathic scoliosis in Turkey." Saudi Medical Journal (9/2005),
vol. 26(9):1429-35.
4) Schroth Reduces or Eliminates Pain
80 percent of 311 patients reduced or eliminated their pain in a Schroth program.
In 1989, 311 scoliosis patients at the Katharina Schroth Clinic filled out pain questionnaires at
the beginning and end of their treatment programs. Subject age range was12 to 69 years, average
was 32.6 years. Average Cobb angle was 50.5 (±29.2) degrees.
Average pain severity dropped from 2.7 to 1.1 on the Collis-Ponseti scale of 1-5 (0 = no pain, 1
= low, 2 = moderate, 3 = rather intense, 4 = very intense, 5 = scarcely bearable). 43.7% of these
patients received total pain relief from the program.
Before the program, more than 60% of the patients had pain ranging from 3 to 5. Afterwards
80% of them felt their pain reduced to the range 0 to 2.
The study identified 20 different pain localizations, the most frequent being lumbar angular
facets (34.1%), paravertebral muscles on the lumbar convex side (30.5%), and shoulder and neck
region (27.3%). Severity grade was averaged for those who had more than one type of pain.
Source: Weiss HR, "Scoliosis-related pain in adults: Treatment influences," European Journal of
Physical Medicine and Rehabilitation 3/3 (1993): 91-94.
20-year-old patient with right thoracic and left lumbar curvature reduced Cobb angle from 49 to
8 degrees.
24- year-old patient with left lumbar curvature, reduced Cobb angle from 50 to 16 deg.
20
5) Comparison study: Schroth patients had surgery at only 25% to 43% the rate of untreated
patients (1993-1996)
The study compares incidence of surgery in two groups of scoliosis patients: 343 who had
conservative treatment at the Schroth clinic between 1993 and 1996, and 153 patients reported
by a center in Ireland in 2001.* All were at least 15 years of age at the time they were last
investigated or questioned.
Schroth subjects were 343 females, curvature averaged 33.4 deg (standard deviation = 18.9),
followed up by questionnaire. Forty-one of them (12%) had gone on to have surgery, as
recommended by their home physician. But this incidence of surgery was only 7.3% of Schroth
AIS paitents, compared with 28% in the control group with the same diagnosis. Our
conservatively treated early-onset and congenital scoliosis patients had a higher incidence of
surgery (20.8% and 22.2%), yet still lower than the control group.
Statistically, the incidence of surgery in the Schroth groups was significantly lower than the
incidence of surgery in the control group from Ireland and other centers described in literature.
The authors write: "Referrals to our centre [the Schroth clinic in Bad Sobernheim, Germany] . . .
are from spine centers, general orthopedic surgeons, pediatric physicians and general
practitioners. Therefore the patient sample is pre-selected with bad prognosis." [p. 116]
Source: Weiss HR, Weiss G, Schaar HJ. "Incidence of surgery in conservatively treated patients
with scoliosis." Pediatric Rehabilitation 2003 Apr-Jun;6(2):111-118.
*For the control group in the above study see: Goldberg CJ, Moore DP, Fogarty EE, Dowling
FE, "Adolescent idiopathic scoliosis: the effect of brace treatment on the incidence of surgery,"
Spine 2001 Jan 1;26(1):42-47.
3.3
Scoliosis treatment in Ukraine
According to the statistics, 27 percents of Ukrainian children from 7 to 9 years old have scoliosis
symptoms.
The delivery of health care in Ukraine presents a unique challenge. Part of this challenge is an
economic and logistic problem. But, more importantly, it is the lack of intercultural
communication and, as a result, the lack of information in this field.
School screening for scoliosis in Ukraine is currently being done for both boys and girls, as a
part of the annual school-based health screening programme in all primary and secondary
schools.
The purpose of school screening is to detect scoliosis at an early stage when the deformity is
mild and likely to otherwise go unnoticed. It is at this early stage that bracing programs may be
effective in halting progression of the deformity and thus prevent the need for surgical treatment.
In addition, the children with more significant scoliosis, who often have no other symptoms, may
be detected at a time when surgical treatment is more effective.
The problem is that the treatment for scoliosis suggested in Ukraine is out- of –date and does not
include any modern approaches being successfully used abroad. It is time and effort taking
though not giving any positive changes in the process of the treatment. Accepted physical
exercises are not systematical, they do not take into consideration pathogenetical elements of the
scoliosis process and the necessity of complex approach.
21
Only two Ukrainian sites (“Ortospine” in Kharkov and “Bio“in Kyiv) provide the Cheneau bracing
system (the results are given below) though both of them do not use the Schroth method of physical
therapy that could give the opportunity not only to reduce curves wearing the brace but to correct
and stabilize the spine and muscles in such a way that allows not to wear the brace afterwards.
The results of Cheneau bracing treatment in Kharkov, Ukraine, 2006.
Curvatures (The Cobb angles)
Age
0-10о
11-30о
31-50о
< 50о
5-8
5
5
__
__
10
9-12
29
34
7
__
70
13-16
__
137
36
3
176
Total
34
176
43
3
256
89%
82,5%
26,8%
22%
Percent of
correction
Total
As can be seen in the table, the best results given by the Cheneau bracing system refer to curvatures
less than 30о , in more difficult cases (<30о ) the brace treatment is not enough for complete
recovering.
Using international experience through intercultural communication we got the information on
the Schroth method and its outstanding influence on scoliosis treatment.
The experiment was held with the help and on the basis of Melitopol Children Hospital and
Melitopol Rehabilitation Center for Disabled Children.
Schroth subjects were 22 females (13- 15 years old), curvature averaged 33.4 degrees.
They practiced the Schroth therapy every day for a period up to ten months. Then the subjects
were examined by the orthopedists of Melitopol Children Hospital (the results are given below).
The results of the Schroth therapy experiment in Melitopol, Ukraine, 2011.
Curvatures (The Cobb angles)
Age
0-10о
11-30о
31-50о
< 50о
13
__
3
2
__
5
14
__
2
4
__
6
15
__
4
2
5
11
Total
__
9
8
5
22
__
96%
81%
52%
Percent of
correction
Total
22
The results prove the necessity of the Schroth method introduction in Ukraine. We think that
Ukrainian physical therapists who do not specialise exclusively in Schroth therapy but who
would receive Schroth certification through the Katharina Schroth clinic in Germany could
change the adolescent idiopathic scoliosis situation for better.
Conclusion
Globalization creates a world in which people of different cultural backgrounds increasingly
come to depend on one another. As a result, the need for intercultural knowledge and skills that
lead to intercultural communication competence becomes critical for leading a productive and
successful life in the 21st century.
From what we have already said, you should suspect that the topic of intercultural
communication can be explored in a variety of ways. Scholars who look at it from a mass media
point of view are concerned with such issues as international broadcasting, worldwide freedom
of expression, Western domination of information, and the use of modern electronic technologies
for instantaneous worldwide transmission of information. Other groups investigate international
communication with an emphasis on communication among nations and governments. It is the
communication of diplomacy and propaganda. Still others are interested in the communication
inherent in international business, which includes such diverse concerns as negotiations and
communication within multicultural organizations.
In essence, we are saying that many problems can be avoided by understanding the components
of intercultural communication.
Intercultural communication is shared learned behavior that is transmitted from one generation to
another for purposes of promoting individual and social survival, adaptation, and growth and
development.
The trend of global independence has created an ever-shifting cultural, economic, ecological, and
technological reality that defines the shrinking world of the 21st century. Globalization demands
the enhancement of intercultural communication among people from diverse cultures in order for
us to survive in the 21st century. As a component of intercultural communication competence,
intercultural awareness is an indispensible element for us to reach this global mindset.
Intercultural communication presents you with a challenge you must meet if you are to become
an effective communicator in today’s world.
Communication is systemic and is therefore influenced by setting, location, occasion, time,
number of participants, and cultural setting.
The basic components of communication competence are motivation, knowledge, and skills
Following some basic guidelines such as knowing yourself and your culture, considering the
physical and human setting, seeking to understand diverse message systems, developing
empathy, encouraging feedback, developing communication flexibility, learning to tolerate
ambiguity, managing conflict, and learning about cultural adaptation can help to improve
intercultural communication.
We sincerely believe that the ability to communicate effectively with people from diverse
cultures and co-cultures benefits each of us as individuals and has potential to benefit the more
than 6 billion people with whom we share this planet.
23
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Brislin, R., & Yoshida, T. (1994). Intercultural communication training: An introduction.
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management of adolescent idiopathic scoliosis. Phys. Ther. 1991;71:897-909.
Chekryzhov D. O. “The results of brace using in the process of conservative scoliosis treatment
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‘Identification
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Assessment
of
Intercultural
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treatment of adolescent idiopathic scoliosis in Turkey." Saudi Medical Journal (9/2005), vol.
26(9):1429-35.
Reamy BV, Slakey JB. Adolescent idiopathic scoliosis: review and current concepts. Am Fam
Physician 2001;64:111-610.
Rigo M, Reiter Ch, Weiss HR. "Effect of conservative management on the prevalence of surgery
in patients with adolescent idiopathic scoliosis." Pediatric Rehabilitation 2003 Jul-Dec;6(34):209-14.
24
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25
Appendix. Table 1
Intercultural Quiz - Czech Republic
1. In the Czech Republic, what is the most common time for a business
meal?

Breakfast

Lunch

Dinner
2. What is the correct way to greet a Czech?

Give a brief but firm handshake

Kiss once on each cheek

Greet them politely but avoid bodily contact
3. After a meal, it is normal for the host to offer additional portions of
food. Should you...

Accept immediately

Politely decline once, but accept on the second invitation

Refuse the food altogether
Intercultural Quiz - Italy
1. What is the most practised religion in Italy?

Protestantism

Methodism

Catholicism
2. Which month should you avoid booking meetings in?

June

July

August
3. Italians only shake hands when meeting.

True

False
4. What is the traditional vacation time in the Czech Republic?

Mid-July to Mid-August

Late December to Late January

Early April to Early May
4. Demonstrating urgency when negotiating with Italians is a sign of
sincerity.

True

False
5. When talking to Czech business associates it is appropriate to discuss
business...

Immediately

After introducing yourself and explaining you company aims

After a few minutes of polite conversation about your flight,
accommodation etc.
5. What is the best way to initiate a business relationship?

Through a third party introduction

"By chance - for example, at a party"

Through direct contact
6. Most planning sessions and negotiations with Czech businesses will be
fast-paced and decisive.

True

False
7. Many Czechs judge others by their...

Family Status

Individual Achievements

Job Title
8. Czechs prefer to be addressed by their first name.

True

False
9. Czechs are more analytical than associative.

True

False
10. How is the date written in the Czech Republic?

With the year first

With the day first

With the month first
6. Which of these is good etiquette at the dining table?

Passing dishes to the right

Letting the host pay

Answering phone calls
7. Which of these is true?

Italians do not like close personal contact

Italians are very tactile people
8. What should you do at the beginning of meetings or negotiations?

Present literature on your company

Set out the agenda of the meeting

Engage in some informal chit-chat
9. Which of these best describes the Italian attitude towards punctuality?

Italians are flexible but see deliberate lateness as simply rude

Italians are always late

Italians consider lateness rude
10. Which of these qualities will be most beneficial when negotiating with
Italians?

Humility

Patience

Aggression
26
Intercultural Quiz - Egypt
Intercultural Quiz - Turkey
1. What is the working week in Egypt?

Monday to Friday

Sunday to Thursday

Saturday to Wednesday
1. How are decisions made in a Turkish company?

By the top of the hierarchy

Group consensus
2. The pace of business meeting in Egypt is much faster than in the West.

True

False
2. When doing business, Turks look for what in potential partners?

History of success

Trustworthiness

Potential for profitability
3. If you are invited to an Egyptian home for dinner, what gifts should
you bring?

Flowers

Pastries

Vodka
3. Which of these would you call a man by?

Bey

Hanim

Doctor
4. What is the capital city of Egypt?

Alexandria

Cairo

Giza
5. When in public, women should always wear concealing clothing to
protect their modesty. But how much of their arm should be covered?

From the shoulder downwards

From the elbow downwards

Their entire arm
6. What is the main religion in Egypt?

Sunni Islam

Coptic Christianity

Shiite Islam
7. Arab men usually walk hand-in-hand to show their friendship.

True

False
8. What is the main language in Egypt?

French

Arabic

Egyptian
9. It is rude to use your right hand to do anything in Egypt because it is
considered to be dirty.

True

False
10. You are meeting with an Egyptian male and his wife is also there,
however he has not formally introduced her to you. What should you do?

Offer her your hand and wait for her to reply to your greeting

Wait for him to formally introduce you and then greet her

Wait until she introduces herself to you before formally
greeting her
4. What religion do most Turks consider themselves to follow?

Turkish Orthodox

Islam

Judaism
5. Turks speak...

Turkish

Arabic

Slavic
6. A flick of the head upwards means...?

No

Yes

Go away
7. A successful business venture in Turkey relies on a strong personal
relationship.

True

False
8. Who always pays the bill for a meal?

It's shared

The host

The guest
9. When negotiating pressure tactics are a requisite.

True

False
10. Which region of Turkey can be considered to be more traditional?

East

West
27
Appendix. Table 2
Some samples of informal interviews of Melitopol students.
Objective: the influence of globalization on the different aspects of life.
We often meet features of globalization in our life. As you know, the United States of America and European
countries have great influence on our culture, on our customs, values, and people, too. I know that some people
want to be look like foreigners and they try to live how other nations live, and these people think that they will live
better on their native land, because they will be look like foreigners. They don’t learn the language, but they
inherit the customs and holidays, style of their life, their traditions. I think that this inheritance can influence our
traditions negatively. When people learn foreign traditions, they forget their own. I think that each country
should have its own culture. And each culture is interesting.
Helen, 15
One more sad thing is emigration. Many of our people do not want to create their happiness at home. They think
that in any rich state they will be happier. But East or West, Home is Best. Now we experience a huge emigration
and brain-drain. Our people are trying to escape from unemployment and lack of perspectives. Emigration is
considered as a very good career. People go to Germany, Canada, USA and work there very hard, they have never
worked so hard here. It is ridiculous to work anywhere, but not in your own home.
Mary, 16
There are many positive sides of globalization. Nowadays Ukraine has diplomatic relations with many countries.
Our government has relations in politics, economics, culture, sports, and other sides of life. True friendship is
built by the people of the whole world.
Natasha, 16
Tourism is very popular now. You can see a lot of Ukrainian tourists abroad and a lot of foreigners visit our
country. We also exchange students and teachers. We have close relations with ethnic Ukrainians living abroad. In
the Soviet times it was forbidden to keep in touch with Ukrainian Diaspora. Besides, I like fashion and I think that
fashion has a good influence on the relationships between different
Julia, 14
Our food is very tasty and more natural, because our technology, including biological one are not so advanced.
Coming to Ukraine, people from Western Europe, America, Canada, etc. do not go to McDonald’s (we have
many nice ones here), they prefer our cuisine. I think our nation needn’t copy others. We have our own
mentality; we do not need to change it in order to make it similar to other foreign mentalities. But I want my
country to become more democratic, as other countries are.
Dima, 15
However, there are not only pros, but also cons. Fashionable brands of cigarettes come to us from the United
States. They are advertised on the streets, and on TV. Teenagers begin to smoke, because they think it’s cool. Our
teenagers buy cigarettes, selling cigarettes to teenagers is prohibited only at the big shops, but it is possible to buy
them on the street. The problem is that smoking is too fashionable. They think they are already adults. They see
handsome smoking men in American films too often. I think that it is a very big problem.
Kate, 16
So, I think that the influence of globalization on our society in general is good, but some people are fond of the
West too much. I think that everybody who lives in Ukraine should remember Ukrainian traditions and customs.
Liza, 14
Modern TV language is one of the brightest examples. A short time ago we did not know anything about public
relations. Now we hear about PR all the time when we switch on our TV sets. A lot of borrowings are observed in
advertisements on TV. The same we can hear in the youth language. Adults often do not understand what we mean,
saying, girl, cool, party, oops, wow. Only a year or so ago you would not have heard wow, but now many young
people use this exclamation. And many people are irritated, hearing it.
Victoria, 15
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Our musicians sing songs in Ukrainian with words forever, OK, no problem. And it makes them more popular,
because, traditionally, our youth have enjoyed songs in English much more than in native language. It was even
in the time of USSR when songs in English were not appreciated officially. And there was such a period when
jazz was forbidden.
Ann, 14
A lot of new words are connected with computing. It is really impossible to invent our own new word for each new
thing or detail. But I don’t think, either, that we can use so many foreign words when it is not really necessary. In
many countries the governments pay attention to this. It was forbidden in 1994 in France to give the companies
foreign names; in Poland it is not banned, but businessmen pay additional taxes. We sometimes are guilty of losing
our native culture. For example, Ukrainian embroidery is famous all over the world, but it is not fashionable to
wear it, at least in the cities. It is much more fashionable to wear something very standard produced somewhere in
China or Turkey and of worse quality than our own, Ukrainian.
Dasha, 16
Our language becomes richer, many things come from other countries, and new words appear. The Internet and
satellite TV are more advanced in the West, so getting new technologies we should accept plenty of English words
(browser, HTML, web design, etc.). Watching TV, we learn much new about Western types in different TV
programs that we have not seen before. Various TV talk-shows, lotteries, soap-operas were not available during
Soviet times. However, we have not only advantages, but many disadvantages from these programs, as many
people become really obsessed by them. They are so involved in the events of the soap-operas which they see that
they pay much less attention to their own life and work.
Lily, 13
I would like to say a few words about one value of American society which I dream will become common for
Ukrainian society, which we still do not have. I mean privacy. Our teacher told us a lot about it, and I also read
about it. In America it can be considered impolite when somebody asks a person whom he doesn’t know well about
his money, religion, etc. For this reason, people usually do not ask. In our country it is common to ask how much a
person (or his relatives) earns, how much his sweater costs and where he has bought it. Even if you do not want to
answer, it is difficult not to answer in order not to hurt the person who asks. When anybody gets money from an
ATM, passers-by come and stand near him, observing. Perhaps, this is because we did not have ATMs several years
ago. Our society is still mostly a cash-society.
Nastya, 15
Fast food is becoming increasingly popular all around the world even though everybody knows it threatens their
health. However, fast food has a lot of fat, and the ingredients are not always of good quality. Large fast food
companies only want to make a profit, and many consumers who think "fast service" is the most important thing
prefer such kinds of meals for lunch, even for dinner.
Andrew, 16
I realize many cultures touch my life to make it more interesting and enjoyable. The influence is so big that now they
are opening new fast food restaurants; but instead of selling American food, they are selling traditional Ukrainian
food. So they have taken the concept of these famous places, but adapted it to the original country's food. I think that
with all these American restaurants in my country, it is natural that we start to change some ingredients in our daily
cooking or try to improve the American food when we cook it in our own home.
Sasha, 16
In one day in San Francisco, or Seattle, or Houston, we can buy Sisheido cosmetics from Japan at the Galleria
Mall, have sushi and sashimi in one of the many Japanese restaurants in the city, go to the cinema and enjoy the
beautiful American-Chinese movie Crouching Tiger, Hidden Dragon, and take home spring rolls from one of the
many Chinese restaurants in town.
Karina, 14
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Appendix. Table 3
Some results of the Cheneau bracing system at Dr.Rahmouni Clinic, Stuttgart, Germany.
Lara-Celine, reduced from 67° to 7°.
Felicia, reduced from 40° to17°.
Hannah, reduced from 28° to 5°.
The Cheneau bracing system is recommended for using since the age of five. The best results are
got in early age for the beginning of the process of bone growth. Later, after the age of sixteen
the treatment gets harder for the end of bone growth and skeleton ossification.
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Appendix. Table 4
Schroth 3 Dimensional Scoliosis Rehabilitation
The Schroth Method is a scientifically validated exercise approach designed to help patients successfully
manage scoliosis without the need for invasive surgery or rigid bracing.
The Schroth Method is a three dimensional therapy to reshape the ribcage and reduce the deformity
associated with Scoliosis.
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Scoliosis exercises for adults and children should reduce the incidence of scoliosis progression, reduce
postural rotation, improve mobility, improve postural stability, reduce pain, and improve
cardiopulmonary function.
Exercise Packages: The Schroth method must be regularly practiced for maximum results. Patients need
recent x-rays or upright MRIs to evaluate curvature direction, location and magnitude. Imaging is also
used to rule out instability of the spinal column.
The Schroth method is based on breathing, walking and posturing techniques that require understanding
and repetition. The initial training is designed to give the patient enough information to begin practicing
the Schroth method at home.
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Appendix. Table 5
Pictures of the patients taken before and after the Schroth therapy.
Patient 1, 14 years old. The period of the treatment- 5 months.
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Patient 2, 15 years old. The period of the treatment- 4 months.
Patient 3, 13 years old. The period of the treatment- 6 months.
Patient 4, 14 years old. The period of the treatment- 4 months.
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