Lack Of Intercultural Communication Case Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Lack Of Intercultural Communication Case Assignment
It is reinstatment summary. need around 600-800 words, please read the information below.
- A summary of the relevant circumstances surrounding their academic situation during the last session attended.
- Reasons for requesting reinstatement at this time.
- Reasons for selection of program and courses indicated.
- Activities since last registered at the University, including all academic work.
- Students applying for reinstatement should submit, where applicable, documentation attesting to extenuating circumstances which led to their ineligibility to continue studies. Letters of reference may be submitted but are not required.
- Explanation and/or evidence that extenuating circumstances have been resolved
The essay should cover all topics above.
And here is some detail.
I fail the last session in University because I barely attend to class ( so lazy ;low self-controls) and family issue also bothers me.
The reason I requesting reinstatement at this time because after a year collage education I believe I am qualified back to university and successfully graduate and family issue are already solve won’t be bother me anymore.
The reason selects this program because I’m Confidence to successfully graduate from this program. (ECON PROGRAM)
Explain the lack of intercultural communication and interaction
The lack of intercultural communication and interaction has been primarily due to oral and nonverbal factors that make a significant difference when communicating with individuals from another culture (EHOW STAFF, 2011). Cross culture, communication can be fraught with myriads of challenges, and international companies and joint business ventures have being dealing with and overcoming the process for decades. Intercultural communications can be quiet complex and full of obstacles. Our goal is to better equip you with the tools and skills you need that will cover the full communication spectrum. By doing so it will help you affectively navigate through and handle any challenge.
Communication Culture Five Dimension of Culture
- Power/Distance (PD)
This refers to the degree of inequality that exists and that is acceptable among people both with and without power. A high PD score indicates that society accepts an unequal distribution of power. Low PD means that power is equally dispersed amongst people both with and without power
“According to Hofstede’s model, in a high PD country such as Malaysia (104), you would probably send reports only to top management and have closed-door meetings where only select powerful leaders were in attendance (Staff Writer, 2014).”
- Individualism (IDV)
Individualism refers to the strength of the bonds that people have to others within the community. A high IDV score indicates loose connections this displays a lack of interpersonal connection. A society with a low IDV score would have strong group cohesion, and there is a large amount of loyalty and respect for members of the group. Example:
“Hofstede’s analysis suggests that in the Central American countries of Panama and Guatemala where the IDV scores are very low (11 and 6, respectively), a marketing campaign that emphasized benefits to the community or that tied into a popular political movement would likely be understood and well received (Staff Writer, 2014).”
- Masculinity (MAS)
Masculinity refers to how much a society sticks with, and values, traditional male and female roles. High MAS scores are found in countries where men are expected to be “tough,” to be the provider, and to be assertive. If women work outside the home, they tend to have separate professions from men. Low MAS scores do not reverse the gender roles. In a low MAS society, the roles are simply blurred.
“Japan is highly masculine with a score of 95, whereas Sweden has the lowest measured value (5). According to Hofstede’s analysis, if you were to open an office in Japan, you might have greater success if you appointed a male employee to lead the team and had a strong male contingent on the team. In Sweden, on the other hand, you would aim for a team that was balanced in terms of skill rather than gender (Staff Writer, 2014).”
- Uncertainty/Avoidance Index (UAI)
Uncertainty/Avoidance Index relates to the degree of anxiety that society members feel when in uncertain or unknown situations. High UAI-scoring nations try to avoid ambiguous situations whenever possible. Low UAI scores indicate that the society enjoys novel events and values differences.
“Hofstede’s Cultural Dimensions imply that when discussing a project with people in Belgium, whose country scored a 94 on the UAI scale, you should investigate the various options and then present a limited number of choices, but have very detailed information available on your contingency and risk plans (Staff Writer, 2014).”
- Long Term Orientation (LTO)
Long Term Orientation refers to how much society values long-standing – as opposed to short-term – traditions and values. Countries with a high LTO score, delivering on social obligations and avoiding “loss of face” are considered very important.
According to Hofstede’s analysis, people in the United States and United Kingdom have low LTO scores. This suggests that you can pretty much expect anything in this culture in terms of creative expression and novel ideas. The model implies that people in the U.S. and U.K. don’t value tradition as much as many others, and are therefore likely to be willing to help you execute the most innovative plans as long as they get to participate fully (Staff Writer, 2014).”
High vs. Low context how can we interact
- Much of the Middle East, Asia, Africa, and South America are relational, collectivist, intuitive, and contemplative. This means that people in these cultures emphasize interpersonal relationships. Developing trust is an important first step to any business transaction. With conducting communications with these cultures, understand that they are less concerned with reason and deal more in intuition or feelings. The contexts of words you use are more important than your word choice itself. Words are not as important as context in these countries. This will include the tone of voice you use when speaking to your: facial expression, gestures, posture—and even the person’s family history and status. High-context communication tends to be more indirect and more formal. “Flowery language, humility, and elaborate apologies are typical (College of Marin, 2011).”
- “North America and much of Western Europe are logical, linear, individualistic, and action-oriented (College of Marin, 2011).” People from low-context cultures use value logic, facts, and directness. Solving a problem is completed through a process such as lining up the facts and evaluating one after another. Decisions will be based on fact rather than basing them on intuition, emotion, and or feelings. Communicators are straightforward and concise with advice telling us what action to take and which method to take in going about completing it. Using precise words and exactly in the intend context we want them to be taken literally. Explicit and detailed contracts conclude negotiations. This is very different from High-context business people often they may distrust contracts and be offended by the lack of trust they suggest (College of Marin, 2011).
Verbal and Nonverbal language
People communicate ideas to each other in two ways–verbal and nonverbal. It is easy to underestimate the importance of nonverbal communication and the differences between modes of nonverbal communication among different peoples. A basic knowledge of nonverbal communication in different cultures will help you avoid unnecessary misunderstandings when dealing with people of different backgrounds (Carnes, 2010).
Nonverbal communication expresses meaning or feeling without words. Universal emotions, such as happiness, fear, sadness, are expressed in a similar nonverbal way throughout the world. There are, however, nonverbal differences across cultures that may be a source of confusion for foreigners. Gestures are specific body movements that carry meaning. Hand motions alone can convey many meanings: “Come here,” Go away,” It’s okay,” and “That’s expensive!” are just a few examples. The gestures for these phrases often differ across cultures. For example, beckoning people to come with the palm up is common in the United States.
As children, we imitate and learn to use these nonverbal movements to accompany or replace words. When traveling to another country, foreign visitors soon learn that not all gestures are universal. For example, the “O.K.” gesture in the American culture is a symbol for money in Japan. This same gesture is obscene in some Latin American countries. Many American business executives enjoy relaxing with their feet up on their desks. However, to show a person from Saudi Arabia or Thailand the sole of one’s foot is extremely insulting, because the foot is considered the dirtiest part of the body (Adelman, 1993). Let me give you a visual of what I mean to help you place it into perspective.
Lack Of Intercultural Communication Case Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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