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== FOOD PROCESSING EQUIPMENT DESIGN ==
- <!--  Mapping Table version: 28-February-2003
The correct design of equipment and facilities is an important aid to thorough cleaning as it prevents soils and associated micro-organisms from building up and contaminating foods. In this technical brief some simple principles are described which can be used to check the design of locally made or imported equipment and the facilities for creating adequate hygienic standards. Correctly designed, easily cleaned equipment and facilities also promotes better hygienic standards by operators - people will clean a piece of equipment regularly and properly if it is not difficult whereas a time-consuming and laborious cleaning procedure is more likely to be ignored or only partly done.
  -->
 
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== Location ==
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A food processing unit should not be located near swamps, ditches, refuse dumps or other places where insects and rodents are likely to be found in large numbers. <br>
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The site should allow wastewater to drain away freely and have suitable facilities for removing or disposing of waste food, peelings etc outside of the site. A supply of clean water is usually essential. <br>
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The site itself should be cleared of undergrowth and kept clean of debris and waste food which would attract rodents. Trees provide useful shade, but also attract birds which are a potential source of contamination of foods.
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== Interior ==
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A clean uncluttered room gives a good impression to visitors and inspectors and also encourages good hygiene practices by the workers. Walls and floors should be smooth for easy cleaning and free of cracks in which liquids and bits of food can collect. The room should ideally have a ceiling, which prevents dust falling from rafters into the food and helps keep birds and insects out. <br>
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Where possible pipes and cables should be laid together and covered for easy cleaning. High level pipes are more difficult to clean and collect dust which can fall into the food or equipment. Window ledges should be sloped for the same reason, and also to prevent people leaving cloths, bottles etc lying around.
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== Equipment ==
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The type of material used in the construction of equipment is an important factor for ease of cleaning. Wood is used for barrels, vats, bins and sometimes for machine supports when metal is too expensive. It is also widely used for chopping/cutting boards. However, wood is difficult to clean properly, particularly when used as chopping boards, as soils collect in cracks and fissures. If possible, metals and plastic should be used in place of wood, although this will increase the cost of the equipment. If wood is used, particular attention should be paid to thorough scrubbing with detergents and sterilants. <br>
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[[Image: Food_equipment.JPG | thumb| Figure 1: Support leg design to prevent soils accumulating ]]
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Cast iron has similar problems to wood and the above comments apply. Iron rusts easily and not only becomes difficult to clean, but also risks contamination of food with pieces of rust. It should be painted if it is used in a processing room but it should never be used in contact with wet foods and especially not with acidic foods such as fruit products, yoghurt etc. Stainless steel is the preferred material for these foods but it is expensive and often unobtainable, plastic is a suitable alternative if these foods are not heated but there is no alternative to stainless steel for heating acidic foods. Low acid or dry foods do not have the same problem and aluminium, galvanised iron, enamelled iron and even brass or copper vessels can be used. However, the last two should never be used in contact with oils or fats and aluminium should not be used with meat. In each case the metal surface should be polished smooth for easy cleaning. <br>
- <dc:title>
Metal joints should ideally be welded with a continuous weld which is ground to a smooth finish with a grinding tool. Crevices, cracks, weld debris and burrs should be removed by grinding and inside corners of equipment should have a radius greater than 1/4 inch. These precautions prevent the accumulation of food and allow easy cleaning. If welding is not possible, metal joins can be pop-riveted and sealed with a strong adhesive such as 'Araldite'. Solder can also be used, subject to the above precautions and provided that the solder contains at least 50% tin and is free of poisonous metals such as cadmium and antimony. <br>
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All bearings leak oil or grease to some extent and they should therefore be positioned outside of the equipment so that they cannot come into contact with the food. <br>
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Electrical wires should be grouped together where possible and placed inside a smooth conduit for easy cleaning and protection from water splashes. Electric motors should be enclosed for similar reasons. Pipes for steam and hot water should be insulated for safety and the insulation should be covered with a smooth material for easy cleaning. All pipes should be at least 6" from a floor or wall to allow cleaning behind them. <br>
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Machines should be supported off the floor for proper cleaning underneath. The place where the support legs meet the floor should be carefully designed to prevent soils accumulating see Figure 1. A minimum number of supports should be used.
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The insides of pipes and equipment should be easily accessible for cleaning with brushes. Dead-ends to pipes should be avoided and all bends should be smooth and never right-angled. A useful rule is that the radius of the bend should not be less than the outside diameter of the pipe. Pipe joints are needed to gain access for cleaning and these are a particular source of contamination. Ideally, a sanitary metal pipe fitting, which has no internal thread, should be used.
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However, these may be unavailable and particular care is therefore needed to dismantle and thoroughly clean pipework and valves at regular intervals. Food grade plastic pipes are suitable, provided that the diameter is large enough to allow cleaning with a bottle brush. Pipework and other equipment can be 'cleaned in place' by passing detergent and sterilant through them. However, technical advice should be sought if this is planned to ensure that the cleaning is effective.
- <Part>
Hand tools such as knives, peelers etc should be checked to make sure wooden handles are not cracked or split. They should be scrubbed, dipped in a dilute chlorine solution and hung up to dry. Cloths, towels etc should also be regularly washed and hung up to dry. Wet cloths should never be left inside equipment.
  <H1>Re-entry shock: Torn between two cultures</H1>
 
  <P>by Martha Denney and Erin Eckert</P>
 
  <P>Tong is a man in his mid-20s. Born and bred in Thailand, he had a chance of coming to the United States to take up a bachelor’s degree in engineering. The thrill and anticipation of attending a university and visiting a new and exciting country almost overwhelmed him.</P>
== Work surfaces ==
  <P>He never gave the problem of “going home” a thought. He found it tough settling into the American system at first, but he gradually fit in and enjoyed his stay. That was five years ago. He is still studying in the U.S. today despite many summer trips home. He was totally unprepared for the shock that awaited him the first time he returned. Tong says, “I felt out of place. I could not understand it. I felt uncomfortable.” So he returned to the</P>
Ideally, these should have a metal or melamine surface that is smooth and free of cracks for easy cleaning. However, wood is cheaper and is widely used. If possible, tables should be covered with a layer of plastic to prevent liquids and pieces of food collecting between the planks of the table surface.
  <P>U.S. to take his masters. He continued to take summer vacations at home; but the problem persisted. He is now back in the U.S. for his PhD and his yo-yo existence prevails.</P>
 
  <P>“The longer you stay away, the more difficult the reentry problem become,” he says. “I feel more comfortable here. Groups of friends back home have changed and it is hard to fit back into parental and communal direction.”</P>
 
  <P>Tong is one of many international students who face the re-entry problem.</P>
== Reference and further reading ==
  <P>Think back to your first week in the United States. Do you remember excitement and fascination; anxiety or loneliness? Sooner or later virtually all student sojourners (those who live abroad temporarily) experience euphoria and depression as a part of the cultural adjustment process.</P>
Food Processing Building Design Technical Brief, Practical Action <br>
  <P>This process is a pattern of change that most go through to some degree or other. It is characterized by emotional highs and lows that seem to come in a predictable order. There is the excitement of arriving in a new country, the initial elation of seeing new things, and a gradual settling-in period into a familiar routine. The next phase tends to be a slump during which students tire of relating to their new environment on a superficial level and experience “culture shock.” After a time they begin to adapt to their host culture and gain a more measured view of how that culture works in relation to their own.</P>  
Food Poisoning & Its Prevention Technical Brief, Practical Action <br>
  <P>As they prepare to return home, the cycle of highs and lows continues. Many people report feeling excited but anxious about going home. At first they say they feel happy being at home, but experience a let-down after several weeks that may be even more dramatic than the one they survived while abroad. Eventually they readjust to their home culture and find that as a result of their travels they have a broader and more global view of the world.</P>
Quality Assurance for Small-scale Rural Food Industries FAO Agricultural Service Bulletin 117, Food and Agriculture Organization of the United Nations 1995 <br>
  <P>Frenchman Bruno Grawitz has been through the process. He came to the United States just 18 months ago to take up a civil engineering degree. He went back home to Marseilles after completing his program. “I had no difficulties in terms of readjusting socially; but I was surprised to find many changes had taken place in France while I was away, especially on the political front,” Grawitz says. France had become considerably more conservative, and this he found difficult to accept.</P>
Staring a Small Food Processing Enterprise by Peter Fellows, Ernesto Franco & Walter Rioas ITDG Publishing/CTA 1996
  <P>Researchers have found that even though periods of adjustment and readjustment may be uncomfortable, this</P>
  <P>process is beneficial. Noted cross-culture researcher Richard Brislin has found that there are essentially no long-lasting negative results from a cross-culture experience; rather the research reported many positive outcomes. The benefits ranged from increased creativity and world-mindedness to a greater political sensitivity within organizations.</P>  
  <P>Our expectations, or how we visualize new experiences before they happen, can be both positive and negative. We sometimes imagine things that are close to reality, but as often as not we imagine things that are far from it. Expectations are positive when they help us prepare for change, but they can also rob us of our flexibility and sense of adventure if we become too heavily invested in how we think things ought to be.</P>
  <P>Preparing to go home is much like moving to a new culture…it is a time of excitement and apprehension. Because of that it is important to give yourself time to think through what you may encounter. Re-entry adjustment, the term used to describe the period of adjustment that occurs when you return home after living abroad, is predictable and normal. But is isn’t always easy.</P>
  <P>Javed Ahmed knows that! He left Pakistan to study in the United States and he has had problems re-adjusting to the re-entry trauma. Javed says, “The biggest problem I found was a lack of appropriate equipment and technology, and resistance from colleagues and supervisors to adopt ideas that I had learned in the U.S. Nobody wants change. This hindered my re-entry program and I advise foreign students in the U.S. not to daydream about future accomplishments.” Return, and try to do the best you can under the existing conditions, and don’t miss the opportunity, if you get the chance, to improve the system, he added.</P>
  <P>Then there was the Scotsman who thought he did not belong to either culture and felt a foreigner in both places. So he created his own—a third—culture.</P>  
  <P>What can you do to prepare for re-entry?</P>
  <P>It doesn’t seem logical at first glance. After all, home is home. You speak the language, you know the people, your family eagerly awaits your return, and you’ve been telling everyone in your lab how anxious you are to get home. But, if you take time to think about it, you will begin to realize that your expectations of returning home may not be quite in line with reality.</P>
  <P>According to many foreign students the greatest blockade to reintegration happens in the workplace. A Tunisian geologist said, “I found that people in the U.S. are motivated to work. In my country they work to live. American scientists are willing to exchange facts and information about their work. In Tunisia workers are suspicious of one another, there is a lack of mutual respect and cooperation, and they don’t want change. This can be difficult for the foreign student going home.”</P>
  <P>Some people preparing to head home take the pessimistic approach. They are unrealistically negative…they won’t ever be able to adjust, they know they won’t find a job, they are sure that none of their friends will be there. It seems the reality is probably somewhere between the two points of views. There will be joys and there will be struggles.</P>  
  <P>So, you ask, “if it is normal and predictable to experience a period of adjustment, why worry about it?” The answer is because, in this case, worrying is healthy! Middle-Easterners, for example, constantly worry about body language and speech patterns they have adopted while they were away. How are they to present themselves, say in Iran?</P>
  <P>Anticipation of stressful events and specific difficulties can help a person rehearse for the actual situations, should they arise. The expression “forewarned is forearmed” seems to apply here. If you anticipate difficulties, they will not take you by surprise. Taking time to think through possible coping strategies will help you respond more effectively when the time comes.</P>
  <P>Your preparation for returning home should ideally begin on your first day in the United States. That does not mean you should remain a visitor during your entire stay abroad, but it does mean taking responsibility for actively shaping your experiences to meet your personal and professional goals.</P>
  <P>Although your short-term goal may be to complete your degrees, your long-term goals are probably much broader. Preparing yourself to go home and applying your education in an environment quite different from the U.S. means taking an active role in your education from the day you arrive.</P>
  <P>Nancy Adler conducted research in 1981 on Americans and Canadians returning home after several years abroad and found a matrix into which most returning sojourners fall. The matrix is defined by two dimensions: optimism or pessimism and passivity or activity.</P>  
  <P>The four types of coping styles defined by the scheme (below right) are resocialized, alienated, rebellious and proactive. They are described by Jacque Behrens in her book on Looking Forward, Looking Backward (1986) as follows:</P>
- <L>
- <LI>
  <LI_Label>•</LI_Label>
  <LI_Title>The resocialized students wholly readjust to their home culture rather than incorporate the experiences from their travels abroad. They remove themselves from their foreign experience.</LI_Title>
  </LI>
- <LI>
  <LI_Label>•</LI_Label>
  <LI_Title>The alienated person rejects the home environment and consequently fails to continue to grow from the foreign experience.</LI_Title>
  </LI>
- <LI>
  <LI_Label>•</LI_Label>
  <LI_Title>The rebellious type reacts to the home environment by trying to control it and change it in unrealistic ways.</LI_Title>
  </LI>
- <LI>
  <LI_Label>•</LI_Label>  
  <LI_Title>The proactive individual is one who grows from the foreign experience even after returning home and maximizes learning.</LI_Title>
  </LI>
  </L>
  <P>Some factors in the design and execution of your program means you cannot change or control them. So you must focus on those things you can control. There are several tactics you can use, but the first and most important is good planning. Your program will simply happen to you in a helter-skelter way if you don’t assert yourself.</P>
- <L>
- <LI>
  <LI_Label>1.</LI_Label>
  <LI_Title>Get organized. Keep a calendar with important dates. Schedule time out for exercise, activities unrelated to academics, and for cooking and eating healthy foods.</LI_Title>
  </LI>
- <LI>
  <LI_Label>2.</LI_Label>
  <LI_Title>Examine your values. Think about your personal values and the values of your home and host cultures. Living abroad provides a rare opportunity to see and understand your culture from a different perspective. Be sure to say “yes” to requests to speak to community groups and schools about your home country. Activities that help</LI_Title>
  </LI>
  </L>
  <P>you understand your host culture will also help you understand your home culture better, and those insights can be very helpful when you return home.</P>
- <L>
- <LI>
  <LI_Label>3.</LI_Label>  
  <LI_Title>Identify your goals…both long-term and short-term, and write them down. Put them in a place where you will see them—on the bathroom mirror, your desk or on the refrigerator. Research has shown that you are much more likely to reach your goals if you have articulated them and remind yourself of them on a regular basis.</LI_Title>
  </LI>
- <LI>
  <LI_Label>4.</LI_Label>
  <LI_Title>Communicate with your family and colleagues at home! Many students forget that staying in touch with their friends back home is critical, both for maintaining useful contacts and to remind you of changes that are happening when you are away.</LI_Title>
  </LI>
- <LI>
  <LI_Label>5.</LI_Label>
  <LI_Title>Think about your expectations. What benefits do you expect to gain from the completion of your program; what do you expect will happen when you return home? Discard unrealistic expectations and try to formulate those that recognize some of the ups and downs experienced by most people when they make major life changes.</LI_Title>
  </LI>
  </L>
  <P>Talk to others who have been through the process before. How did they feel when they went home? What areas were easiest and most rewarding? What areas were the most difficult?</P>
  <P>Our accumulated life experiences make us who we are and shape how we view the world. When we are confronted with conflicting values or views of the world we must either accept or reject what we are seeing. This process of cognitive development is exactly what we experience on a daily basis as we learn to live in another culture. If something does not match what we know, we must evaluate it—and either accommodate the information or reject it. Living in another culture is usually a profound experience that causes us to grow rapidly…more rapidly than if we had remained at home in a familiar environment.</P>
  <P>OPTIMISM</P>
- <Figure>
  Resocialized ProactivePASSIVE Alienated Rebellious
  <GraphicData src="images/Torn between two cultures_img_0.jpg" />
  ACTIVE
  </Figure>
  <P>PESSIMISM</P>  
  <P>Figure 1: Adler, Nancy J. “Reentry: Managing Cross-Cultural Transitions,” Group and Organization Studies, 1981, 6(3)</P>
- <Sect>
  <H2>Please take a moment to think about the following question:</H2>
  <P>Can you prepare an outline of your plan to cope with re-entry following the author's advice?</P>
  </Sect>
  </Part>
  </TaggedPDF-doc>

Revision as of 02:08, 30 March 2008

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- <Part>

Re-entry shock: Torn between two cultures

by Martha Denney and Erin Eckert

Tong is a man in his mid-20s. Born and bred in Thailand, he had a chance of coming to the United States to take up a bachelor’s degree in engineering. The thrill and anticipation of attending a university and visiting a new and exciting country almost overwhelmed him.

He never gave the problem of “going home” a thought. He found it tough settling into the American system at first, but he gradually fit in and enjoyed his stay. That was five years ago. He is still studying in the U.S. today despite many summer trips home. He was totally unprepared for the shock that awaited him the first time he returned. Tong says, “I felt out of place. I could not understand it. I felt uncomfortable.” So he returned to the

U.S. to take his masters. He continued to take summer vacations at home; but the problem persisted. He is now back in the U.S. for his PhD and his yo-yo existence prevails.

“The longer you stay away, the more difficult the reentry problem become,” he says. “I feel more comfortable here. Groups of friends back home have changed and it is hard to fit back into parental and communal direction.”

Tong is one of many international students who face the re-entry problem.

Think back to your first week in the United States. Do you remember excitement and fascination; anxiety or loneliness? Sooner or later virtually all student sojourners (those who live abroad temporarily) experience euphoria and depression as a part of the cultural adjustment process.

This process is a pattern of change that most go through to some degree or other. It is characterized by emotional highs and lows that seem to come in a predictable order. There is the excitement of arriving in a new country, the initial elation of seeing new things, and a gradual settling-in period into a familiar routine. The next phase tends to be a slump during which students tire of relating to their new environment on a superficial level and experience “culture shock.” After a time they begin to adapt to their host culture and gain a more measured view of how that culture works in relation to their own.

As they prepare to return home, the cycle of highs and lows continues. Many people report feeling excited but anxious about going home. At first they say they feel happy being at home, but experience a let-down after several weeks that may be even more dramatic than the one they survived while abroad. Eventually they readjust to their home culture and find that as a result of their travels they have a broader and more global view of the world.

Frenchman Bruno Grawitz has been through the process. He came to the United States just 18 months ago to take up a civil engineering degree. He went back home to Marseilles after completing his program. “I had no difficulties in terms of readjusting socially; but I was surprised to find many changes had taken place in France while I was away, especially on the political front,” Grawitz says. France had become considerably more conservative, and this he found difficult to accept.

Researchers have found that even though periods of adjustment and readjustment may be uncomfortable, this

process is beneficial. Noted cross-culture researcher Richard Brislin has found that there are essentially no long-lasting negative results from a cross-culture experience; rather the research reported many positive outcomes. The benefits ranged from increased creativity and world-mindedness to a greater political sensitivity within organizations.

Our expectations, or how we visualize new experiences before they happen, can be both positive and negative. We sometimes imagine things that are close to reality, but as often as not we imagine things that are far from it. Expectations are positive when they help us prepare for change, but they can also rob us of our flexibility and sense of adventure if we become too heavily invested in how we think things ought to be.

Preparing to go home is much like moving to a new culture…it is a time of excitement and apprehension. Because of that it is important to give yourself time to think through what you may encounter. Re-entry adjustment, the term used to describe the period of adjustment that occurs when you return home after living abroad, is predictable and normal. But is isn’t always easy.

Javed Ahmed knows that! He left Pakistan to study in the United States and he has had problems re-adjusting to the re-entry trauma. Javed says, “The biggest problem I found was a lack of appropriate equipment and technology, and resistance from colleagues and supervisors to adopt ideas that I had learned in the U.S. Nobody wants change. This hindered my re-entry program and I advise foreign students in the U.S. not to daydream about future accomplishments.” Return, and try to do the best you can under the existing conditions, and don’t miss the opportunity, if you get the chance, to improve the system, he added.

Then there was the Scotsman who thought he did not belong to either culture and felt a foreigner in both places. So he created his own—a third—culture.

What can you do to prepare for re-entry?

It doesn’t seem logical at first glance. After all, home is home. You speak the language, you know the people, your family eagerly awaits your return, and you’ve been telling everyone in your lab how anxious you are to get home. But, if you take time to think about it, you will begin to realize that your expectations of returning home may not be quite in line with reality.

According to many foreign students the greatest blockade to reintegration happens in the workplace. A Tunisian geologist said, “I found that people in the U.S. are motivated to work. In my country they work to live. American scientists are willing to exchange facts and information about their work. In Tunisia workers are suspicious of one another, there is a lack of mutual respect and cooperation, and they don’t want change. This can be difficult for the foreign student going home.”

Some people preparing to head home take the pessimistic approach. They are unrealistically negative…they won’t ever be able to adjust, they know they won’t find a job, they are sure that none of their friends will be there. It seems the reality is probably somewhere between the two points of views. There will be joys and there will be struggles.

So, you ask, “if it is normal and predictable to experience a period of adjustment, why worry about it?” The answer is because, in this case, worrying is healthy! Middle-Easterners, for example, constantly worry about body language and speech patterns they have adopted while they were away. How are they to present themselves, say in Iran?

Anticipation of stressful events and specific difficulties can help a person rehearse for the actual situations, should they arise. The expression “forewarned is forearmed” seems to apply here. If you anticipate difficulties, they will not take you by surprise. Taking time to think through possible coping strategies will help you respond more effectively when the time comes.

Your preparation for returning home should ideally begin on your first day in the United States. That does not mean you should remain a visitor during your entire stay abroad, but it does mean taking responsibility for actively shaping your experiences to meet your personal and professional goals.

Although your short-term goal may be to complete your degrees, your long-term goals are probably much broader. Preparing yourself to go home and applying your education in an environment quite different from the U.S. means taking an active role in your education from the day you arrive.

Nancy Adler conducted research in 1981 on Americans and Canadians returning home after several years abroad and found a matrix into which most returning sojourners fall. The matrix is defined by two dimensions: optimism or pessimism and passivity or activity.

The four types of coping styles defined by the scheme (below right) are resocialized, alienated, rebellious and proactive. They are described by Jacque Behrens in her book on Looking Forward, Looking Backward (1986) as follows:

- <L>

-

  • <LI_Label>•</LI_Label> <LI_Title>The resocialized students wholly readjust to their home culture rather than incorporate the experiences from their travels abroad. They remove themselves from their foreign experience.</LI_Title>

    • -

  • <LI_Label>•</LI_Label> <LI_Title>The alienated person rejects the home environment and consequently fails to continue to grow from the foreign experience.</LI_Title>

    • -

  • <LI_Label>•</LI_Label> <LI_Title>The rebellious type reacts to the home environment by trying to control it and change it in unrealistic ways.</LI_Title>

    • -

  • <LI_Label>•</LI_Label> <LI_Title>The proactive individual is one who grows from the foreign experience even after returning home and maximizes learning.</LI_Title>

    • </L>

    Some factors in the design and execution of your program means you cannot change or control them. So you must focus on those things you can control. There are several tactics you can use, but the first and most important is good planning. Your program will simply happen to you in a helter-skelter way if you don’t assert yourself.

    - <L>

    -

  • <LI_Label>1.</LI_Label> <LI_Title>Get organized. Keep a calendar with important dates. Schedule time out for exercise, activities unrelated to academics, and for cooking and eating healthy foods.</LI_Title>

    • -

  • <LI_Label>2.</LI_Label> <LI_Title>Examine your values. Think about your personal values and the values of your home and host cultures. Living abroad provides a rare opportunity to see and understand your culture from a different perspective. Be sure to say “yes” to requests to speak to community groups and schools about your home country. Activities that help</LI_Title>

    • </L>

    you understand your host culture will also help you understand your home culture better, and those insights can be very helpful when you return home.

    - <L>

    -

  • <LI_Label>3.</LI_Label> <LI_Title>Identify your goals…both long-term and short-term, and write them down. Put them in a place where you will see them—on the bathroom mirror, your desk or on the refrigerator. Research has shown that you are much more likely to reach your goals if you have articulated them and remind yourself of them on a regular basis.</LI_Title>

    • -

  • <LI_Label>4.</LI_Label> <LI_Title>Communicate with your family and colleagues at home! Many students forget that staying in touch with their friends back home is critical, both for maintaining useful contacts and to remind you of changes that are happening when you are away.</LI_Title>

    • -

  • <LI_Label>5.</LI_Label> <LI_Title>Think about your expectations. What benefits do you expect to gain from the completion of your program; what do you expect will happen when you return home? Discard unrealistic expectations and try to formulate those that recognize some of the ups and downs experienced by most people when they make major life changes.</LI_Title>

    • </L>

    Talk to others who have been through the process before. How did they feel when they went home? What areas were easiest and most rewarding? What areas were the most difficult?

    Our accumulated life experiences make us who we are and shape how we view the world. When we are confronted with conflicting values or views of the world we must either accept or reject what we are seeing. This process of cognitive development is exactly what we experience on a daily basis as we learn to live in another culture. If something does not match what we know, we must evaluate it—and either accommodate the information or reject it. Living in another culture is usually a profound experience that causes us to grow rapidly…more rapidly than if we had remained at home in a familiar environment.

    OPTIMISM

    - <Figure> 

     Resocialized ProactivePASSIVE Alienated Rebellious 
 <GraphicData src="images/Torn between two cultures_img_0.jpg" /> 
 ACTIVE 
 </Figure>

    PESSIMISM

    Figure 1: Adler, Nancy J. “Reentry: Managing Cross-Cultural Transitions,” Group and Organization Studies, 1981, 6(3)

    - <Sect>

    Please take a moment to think about the following question:

    Can you prepare an outline of your plan to cope with re-entry following the author's advice?

     </Sect>
 </Part>
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