In matters of information, persons

In matters of information, persons in high-IDV countries read more books and they were more likely to own a home computer and a telephone with voice mail. High-IDV country residents more often rated TV advertising useful for information about new products. They relied more on media and less on their social network.
There is no indication that individualist cultures are healthier or unhealthier than collectivist cultures, but the fact that people in high-IDV cultures are more focused on their self is visible in a greater concern for their own health than is found in low-IDV cultures If we limit our analysis to the higher-income countries, where full medical provisions can be assumed to be available, people in countries with a more individualist culture spend a greater share of their private income on their health Governments of the same countries also spend a greater share of public budgets on health care.
Individualist and collectivist cultures deal differently with disability. A survey among Australian health-care workers showed different reactions to becoming disabled between the Anglo, Arabic-speaking, Chinese, German-speaking, Greek, and ltalian immigrant communities in the individualist communities (Anglo and German) the disabled tended to remain cheerful and optimistic, resent dependency and being helped, and plan for a future life as normal as possible. In the collectivist communities (Greek, Chinese, Arabic) there would be more expression of grief, shame, and pessimism; family members would be asked for advice and assistance, and they would make the main decisions about the disabled person's future. The Italians tended to be in the middle, northern Italy is more individualist, but a large share of Italian immigrants in Australia is from the collectivist South. Another study described the answers of the same panel of health- care workers about the way the different groups dealt with disabled children. Again in the individualist communities the dominant philosophy was to treat the disabled children as much as possible like other children, let- ting them participate in all activities where this was feasible. In the collectivist communities the disability would be seen as a shame on the family and a stigma on its members-especially if the child was a son-and the child would more often be kept out of sight.
Table 3.3 summarizes the key differences between collectivist and individualist societies from this section.

Individualism And Collectivism At School
The relationship between the individual and the group that has been established in a child`s consciousness during his or her early years in the family is further developed and reinforced at school. This is clearly visible in classroom behaviour. In the context of development assistance, if often happens that teacherd from a more individualist culture move to a more collectivist environment. A typical complaint from such teachers is that students do not speak up, not even when the teacher puts a question to the class. For the students who conceives of him or herself as part of a group, it is illogical to speak up without being sanctioned by the group to do so. If the teacher wants students to speak up, the teacher should addres a particular student personally.
Student in a collectivist culture will also hesitate to speak up in larger groups without a teacher present, especially if these are partly composed of relative strangers, or out-group members. The hesitation decreases in smaller groups. In a large, collectivist or culturally heterogeneous class,creting small subgroups is way to increase student participation. For example, students can be asked to turn around in their seats and discuss a question for five minutes in groups of three or four. Each groups is asked to appoint a spokesperson. In this way individual answers become groups answers and those who speak up do so in the name of their group. Often in subsequent exercises the students will spontaneously rotate the spokesperson role.
In the coilestivist society in-group-out-group distinctions springing from the family sphere wil continue at school, so that students from different ethnic or clan backgrounds often form subgroups in class.in an individualist society the assigment of joint tasks leads more easily to the formation of new groups than in a colectivist society. In the latter, students from the same ethnic or family background as the teacher or other school officials will except preferential treatment on this basis. In an individualist society this would be considered nepotism and intesely immoral, but in a collectivist environment it is immoral not to treat one`s in-group members better than others.
In the collectivist classroom the virtues of harmony and maintaining face reign supreme. Confrontations and conflicts should be avoided or at least formulated so as not to hurt anyone, students should not lose face if this can be avoided. Shaming (that is,invoking the groups`s honor) is an effective way of correcting offenders : they will be put in order by their in-group members. At all times, the teacher is dealing with the students as part of an in-group, never as an isolated individual.
In the individualist classroom, of course, students except to be treated as individuals and impartially, regardless of their background. Group formation among students is much more ad hoc, according to the ask or to particular friendships and skills.confrontations and open discussion of conflict are often considered salutary and face consciousness is weak or nonexistent.

Hasil (Bahasa Indonesia) 1:

In matters of information, persons in high-IDV countries read more books and they were more likely to own a home computer and a telephone with voice mail. High-IDV country residents more often rated TV advertising useful for information about new products. They relied more on media and less on their social network. There is no indication that individualist cultures are healthier or unhealthier than collectivist cultures, but the fact that people in high-IDV cultures are more focused on their self is visible in a greater concern for their own health than is found in low-IDV cultures If we limit our analysis to the higher-income countries, where full medical provisions can be assumed to be available, people in countries with a more individualist culture spend a greater share of their private income on their health Governments of the same countries also spend a greater share of public budgets on health care. Individualist and collectivist cultures deal differently with disability. A survey among Australian health-care workers showed different reactions to becoming disabled between the Anglo, Arabic-speaking, Chinese, German-speaking, Greek, and ltalian immigrant communities in the individualist communities (Anglo and German) the disabled tended to remain cheerful and optimistic, resent dependency and being helped, and plan for a future life as normal as possible. In the collectivist communities (Greek, Chinese, Arabic) there would be more expression of grief, shame, and pessimism; family members would be asked for advice and assistance, and they would make the main decisions about the disabled person's future. The Italians tended to be in the middle, northern Italy is more individualist, but a large share of Italian immigrants in Australia is from the collectivist South. Another study described the answers of the same panel of health- care workers about the way the different groups dealt with disabled children. Again in the individualist communities the dominant philosophy was to treat the disabled children as much as possible like other children, let- ting them participate in all activities where this was feasible. In the collectivist communities the disability would be seen as a shame on the family and a stigma on its members-especially if the child was a son-and the child would more often be kept out of sight. Table 3.3 summarizes the key differences between collectivist and individualist societies from this section.Individualism And Collectivism At SchoolThe relationship between the individual and the group that has been established in a child`s consciousness during his or her early years in the family is further developed and reinforced at school. This is clearly visible in classroom behaviour. In the context of development assistance, if often happens that teacherd from a more individualist culture move to a more collectivist environment. A typical complaint from such teachers is that students do not speak up, not even when the teacher puts a question to the class. For the students who conceives of him or herself as part of a group, it is illogical to speak up without being sanctioned by the group to do so. If the teacher wants students to speak up, the teacher should addres a particular student personally.Siswa dalam budaya kolektif akan juga ragu untuk berbicara dalam kelompok yang lebih besar tanpa guru hadir, terutama jika ini sebagian terdiri dari orang-orang relatif Asing, atau anggota out-group. Ragu-ragu berkurang di kelompok-kelompok kecil. Di kolektif besar, atau budaya kelas heterogen, sub-kelompok kecil creting adalah cara untuk meningkatkan partisipasi mahasiswa. Sebagai contoh, siswa akan diminta untuk berbalik di kursi mereka dan mendiskusikan pertanyaan yang selama lima menit dalam kelompok tiga atau empat. Setiap kelompok diminta untuk menunjuk seorang juru bicara. Dengan cara ini individu jawaban menjadi kelompok jawaban dan mereka yang berbicara melakukannya atas nama kelompok mereka. Sering dalam latihan berikutnya siswa akan secara spontan putar peran juru bicara.Dalam coilestivist perbedaan dalam-group--kelompok masyarakat dari wil lingkup keluarga melanjutkan di sekolah, sehingga siswa dari berbagai latar belakang etnis atau klan sering membentuk subkumpulan di class.in masyarakat individualis tugas mahasiswa tugas bersama mengarah lebih mudah pembentukan kelompok-kelompok baru daripada dalam masyarakat colectivist. Kedua, siswa dari latar belakang etnis atau keluarga sama sebagai guru atau akan pejabat sekolah lain kecuali perlakuan atas dasar ini. Dalam masyarakat individualis ini akan dianggap nepotisme dan intesely tidak bermoral, tetapi dalam lingkungan kolektif yang sangat tidak bermoral untuk tidak memperlakukan seseorang in-group anggota lebih baik daripada yang lain.In the collectivist classroom the virtues of harmony and maintaining face reign supreme. Confrontations and conflicts should be avoided or at least formulated so as not to hurt anyone, students should not lose face if this can be avoided. Shaming (that is,invoking the groups`s honor) is an effective way of correcting offenders : they will be put in order by their in-group members. At all times, the teacher is dealing with the students as part of an in-group, never as an isolated individual.In the individualist classroom, of course, students except to be treated as individuals and impartially, regardless of their background. Group formation among students is much more ad hoc, according to the ask or to particular friendships and skills.confrontations and open discussion of conflict are often considered salutary and face consciousness is weak or nonexistent.

Hasil (Bahasa Indonesia) 2:

Dalam hal informasi, orang di negara-negara yang tinggi-IDV membaca lebih banyak buku dan mereka lebih mungkin untuk memiliki komputer di rumah dan telepon dengan pesan suara. Warga negara tinggi-IDV lebih sering dinilai iklan TV yang berguna untuk informasi tentang produk baru. Mereka lebih mengandalkan media dan kurang pada jaringan sosial mereka.
Tidak ada indikasi bahwa budaya individualis yang sehat atau tidak sehat dari budaya kolektivis, tetapi kenyataan bahwa orang-orang dalam budaya tinggi IDV lebih terfokus pada diri mereka terlihat dalam perhatian yang lebih besar untuk kesehatan mereka sendiri daripada yang ditemukan dalam budaya rendah IDV Jika kita membatasi analisis kami ke negara-negara berpenghasilan tinggi, di mana ketentuan medis lengkap dapat diasumsikan tersedia, orang di negara-negara dengan budaya yang lebih individualis menghabiskan bagian yang lebih besar dari pendapatan pribadi mereka pada Pemerintah kesehatan mereka dari negara yang sama juga menghabiskan bagian yang lebih besar dari anggaran publik untuk perawatan kesehatan.
budaya individualis dan kolektivis menangani berbeda dengan kecacatan. Sebuah survei di kalangan pekerja kesehatan Australia menunjukkan reaksi yang berbeda untuk menjadi dinonaktifkan antara Anglo, berbahasa Arab, Cina, komunitas imigran berbahasa Jerman, Yunani, dan ltalia di masyarakat individualis (Anglo dan Jerman) penyandang cacat cenderung tetap ceria dan optimis, membenci ketergantungan dan dibantu, dan rencana untuk kehidupan masa depan yang senormal mungkin. Dalam masyarakat kolektivis (Yunani, Cina, Arab) akan ada ekspresi yang lebih kesedihan, rasa malu, dan pesimisme; anggota keluarga akan meminta saran dan bantuan, dan mereka akan membuat keputusan utama tentang masa depan orang cacat itu. Italia cenderung berada di tengah, utara Italia lebih individualis, tetapi sebagian besar dari imigran Italia di Australia adalah dari kolektivis Selatan. Studi lain dijelaskan jawaban dari panel sama pekerja perawatan kesehatan tentang cara kelompok yang berbeda ditangani anak-anak cacat. Sekali lagi di masyarakat individualis filsafat yang dominan adalah untuk mengobati anak-anak cacat sebanyak mungkin seperti anak-anak lainnya, ting-surat mereka berpartisipasi dalam semua kegiatan di mana ini adalah layak. Dalam masyarakat kolektivis kecacatan akan dilihat sebagai malu pada keluarga dan stigma pada anggotanya-terutama jika anak adalah anak-dan anak akan lebih sering disimpan keluar dari pandangan.
Tabel 3.3 meringkas perbedaan utama antara kolektivis dan masyarakat individualis dari bagian ini. Individualisme Dan Kolektivisme Pada Sekolah Hubungan antara individu dan kelompok yang telah ditetapkan dalam kesadaran anak `s selama tahun-tahun awal nya dalam keluarga dikembangkan lebih lanjut dan diperkuat di sekolah. Hal ini terlihat jelas dalam perilaku kelas. Dalam konteks bantuan pembangunan, jika sering terjadi bahwa teacherd dari langkah budaya yang lebih individualis ke lingkungan yang lebih kolektif. Keluhan khas dari guru tersebut adalah bahwa siswa tidak berbicara, bahkan ketika guru menempatkan pertanyaan ke kelas. Untuk siswa yang conceives dari dirinya sendiri sebagai bagian dari kelompok, tidak masuk akal untuk berbicara tanpa sanksi oleh kelompok untuk melakukannya. Jika guru ingin siswa untuk berbicara, guru harus addres mahasiswa tertentu secara pribadi. Mahasiswa dalam budaya kolektivis juga akan ragu-ragu untuk berbicara dalam kelompok yang lebih besar tanpa seorang guru hadir, terutama jika ini sebagian terdiri dari orang asing relatif, atau keluar- Anggota grup. Ragu-ragu menurun dalam kelompok yang lebih kecil. Dalam kelas besar, kolektivis atau budaya heterogen, creting subkelompok kecil cara untuk meningkatkan partisipasi siswa. Sebagai contoh, siswa dapat diminta untuk berbalik di kursi mereka dan mendiskusikan pertanyaan selama lima menit dalam kelompok tiga atau empat. Setiap kelompok diminta untuk menunjuk seorang juru bicara. Dengan cara ini jawaban individu menjadi kelompok jawaban dan mereka yang berbicara melakukannya atas nama kelompok mereka. Seringkali dalam latihan berikutnya siswa secara spontan akan memutar peran juru bicara. Dalam masyarakat coilestivist dalam kelompok-out-group perbedaan bermunculan dari lingkup keluarga wil terus di sekolah, sehingga siswa dari latar belakang etnis atau suku yang berbeda sering membentuk subkelompok di kelas. dalam masyarakat individualis yang assigment tugas bersama mengarah lebih mudah untuk pembentukan kelompok-kelompok baru dari dalam masyarakat colectivist. Dalam kedua, siswa dari latar belakang etnis atau keluarga yang sama seperti guru atau pejabat sekolah lainnya akan kecuali perlakuan istimewa atas dasar ini. Dalam masyarakat individualis ini akan dianggap nepotisme dan intesely bermoral, tetapi dalam lingkungan kolektivis itu bermoral tidak memperlakukan satu `s di-anggota kelompok yang lebih baik daripada yang lain. Dalam kelas kolektivis kebajikan harmoni dan mempertahankan pemerintahan wajah tertinggi. Konfrontasi dan konflik harus dihindari atau setidaknya dirumuskan agar tidak menyakiti siapa pun, siswa tidak harus kehilangan muka jika ini dapat dihindari. Mempermalukan (yaitu, menyerukan kehormatan groups`s) adalah cara yang efektif untuk memperbaiki pelaku: mereka akan ditertibkan oleh in-kelompok anggota mereka. Pada setiap waktu, guru berhadapan dengan siswa sebagai bagian dari sebuah kelompok di-, tidak pernah sebagai individu yang terisolasi. Di kelas individualis, tentu saja, siswa yang tidak akan diperlakukan sebagai individu dan tidak memihak, terlepas dari latar belakang mereka. Pembentukan kelompok antara siswa jauh lebih ad hoc, menurut meminta atau persahabatan tertentu dan skills.confrontations dan diskusi terbuka konflik sering dianggap menyehatkan dan menghadapi kesadaran lemah atau tidak ada.