Merge pull request #33 from isaqb-org/24-intercultural-issues

24 intercultural issues

docs/01-lu-01_about_isaqb_trainings_and_trainers/02-03-learning_objectives.adoc

@@ -37,6 +37,7 @@ They can provide examples of different target markets (e.g. automotive, telco, f
 T3P can describe the obligations that are implied on trainers and training organization by acting according to iSAQBs values.
 They can provide examples and counter examples for the expected behavior, demanour and business practices.
 T3P can name resources for acquiring more information about managing workload on the trainer side, improving mental strength, self-talk regulation, relaxation methods, and self-regulation techniques.
+They know and introduce the State-of-the-Art of iSAQB in their individual country where their target group for the training is located.
 
 [discrete]
 [[LG-1-5]]

docs/01-lu-01_about_isaqb_trainings_and_trainers/04-preparation.adoc

@@ -113,6 +113,11 @@ TBD - CAN be provided - your content here
 e.g. must be confident in using the virtual whiteboard, soldering skills, …
 // end::REMARK[]
 
+// tag::REMARK[]
+[sidebar]
+e.g. must know and choose communication and teaching tools and infrastructures which are available in the participants' countries and not banned by local governments.
+// end::REMARK[]
+
 // tag::EN[]
 TBD - CAN be provided - your content here
 // end::EN[]

docs/02-lu-02_conveying_the_t3_curriculum/02-03-learning_objectives.adoc

@@ -18,6 +18,7 @@ T3P can explain the content described in each learning goal of the FL curriculum
 [[LG-2-2]]
 ==== LG 2-2: Handle incomplete, fuzzy, or inconsistent  knowledge
 For content where there is no clear consensus in the software architecture community or where there is a significant difference between academic and practical viewpoints, the T3P can explain and contrast the different perspectives and explain the reasons behind them.
+The T3P can interpret technical terms and content into the common language of their target training group to eliminate misunderstandings during translation, in accordance with international and national standards.
 
 [discrete]
 [[LG-2-3]]

docs/02-lu-02_conveying_the_t3_curriculum/02-08-references.adoc

@@ -8,6 +8,10 @@
 Web sources, Videos, Books, etc. that helps the trainer to prepare the content of this LU and might also be useful for handing it out to participants. A reference source is referenced via a label, see https://docs.asciidoctor.org/asciidoc/latest/macros/inter-document-xref/. The label has to be defined in `99-references/00-references.adoc`.
 // end::REMARK[]
 
+// tag::EN[]
+When choosing materials and resources for learners and trainers, good references in languages other than English or German can also be considered, depending on the countries of the participants. Banned media channels should be avoided.
+// end::EN[]
+
 // tag::EN[]
 TBD - SHOULD be provided, good references are always helpful - your content here
-// end::EN[]
+// end::EN[]

docs/03-lu-03_didactics_methods_tools/04-preparation.adoc

@@ -97,6 +97,10 @@ TBD - CAN be provided - your content here
 e.g. shared whiteboard, shared text editor, … (possible alternatives). Mind possible constraints that have to be met, (e.g. max usage duration for tools, limits on number of participants)
 // end::REMARK[]
 
+// tag::EN[]
+When choosing infrastructure or materials, it is important to ensure that they are accessible in the participants' countries.
+// end::EN[]
+
 // tag::EN[]
 TBD - CAN be provided - your content here
 // end::EN[]