MHR 41010 Euro American Culture Transferability of Knowledge Diary Essay

MHR 41010


Question Description

I’m stuck on a Management question and need an explanation.

I'm a 24 years old female Chinese, so please write someone whose not Chinese.

Please help me to write 7 or 8 pages of the essay, 3 or 4 pages for journal, and a brief summary for oral presentation.

Below is the specific requirements. Thank you.

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Paper and presentation on “Transferability of Knowledge” (30%) Evidence exists that facts, data, examples, and categories provided in teaching sessions for trainees being prepared to enter an overseas culture, but whose learning experiences did not include interactions with representatives of the cultures studied, do not readily transfer to practical, meaningful applications. Social scientists have pointed to the fact that interaction skills are more effectively learned through guided experience in the behavior itself, and that such learning is even more effective if the learner can immediately apply what he or she has learned. The purpose of this homework assignment is to encourage the active understanding, including the development of an attitude of acceptance, respect, and tolerance for cultural differences. To complete this assignment follow these steps: 1. Select one individual from another culture, for example an international employee from your work or neighborhood, an international student, a student from a different sexual orientation, race, or age, or possibly an agency in the community. Basically find someone from a different ethnicity, religion, age, sexual orientation etc. This person must be someone you did not know well before (your classmates should be excluded from this assignment). This assignment will give you an opportunity to get to know him/her and his/her culture at a deeper level. 2. Develop at least 3 in-person interactions with this person that A. provide opportunities for learning about each other’s cultures; B. provide opportunities for understanding cultural as well as individual differences; C. provide opportunities for shared experiences such as meals, cultural events, and visits in each other’s homes and with each other’s families; D. are responsive to specific needs in specific circumstances (e.g., information, experiential learning, specific problems with agencies or customs) including those of the student or the international person; E. allow them to serve as intercultural informants for each other; These interactions are not interviews or Q&A sessions. They intend to help you develop a relationship and learn about this culture. 3. Keep a detailed electronic or hand-written diary of your experiences with this person. This diary will be in strict privacy, and read only by me. This diary documents every interaction with this person, and should analyze and deal with personal reactions related to your own feelings, the situation, and the specific factors you have learned and can relate to your classroom learning experiences. 4. Prepare a written and an oral report that summarizes your diary by assuring anonymity of the specific person. In this report, information about specific ethnic, racial, and cultural factors should be provided. This report should include your insights, general cultural and communication-related information, and relevant relationships to the material covered in this course. The most important part of this paper is the new things you’ve learned about this culture that you did not know before, and your culture shock experiences. Tell us how this experience changed you. It should center around the following themes: A. Culture shock B. Perceptions, expectations, stereotyping, prejudice and attributions C. The role of culture, cultural and individual differences, D. Intercultural communication experiences E. Applicability of the theoretical models learned in this course 1 F. Principles, concepts, and theories learned in this course This paper should be typed, 6-10 pages (not including the diary), double-spaced, 12-point font, with page numbers, and must in be APA format. The diary can be hand-written, or typed, and does not have to be in APA format. There is no page limit for the diary. The paper must be submitted to the blackboard by April 4th, noon. Late papers will be subject to point deductions as explained below. You will briefly present your experience with this project on April 4th during class for about 10 minutes. This is the evaluation rubric for this paper: Part I. Diary (10 pts.) I. Selection of the encounter Partner ▪ Clearly and adequately describes the selected partner, including information about specific ethnic, racial and other cultural information (but maintaining anonymity) ▪ Provides strong rationale for why this individual was selected ▪ Specifies intercultural encounter learning objectives II. Number and Level of Detail of Entries in Diary ▪ Documents at least three interactions with the “partner”, preferably more, if feasible ▪ For each encounter, describes in detail the kinds of experiences and activities engaged in with the “partner” III. Short Analysis Per Diary Entry ▪ Each diary entry includes a short analysis of the situation, personal feelings, and specific learnings Part II. General Reflection and Integration with Theory (20 pts.) I. Personal Reflection ▪ Demonstrates depth of insight and honesty about self (including confronting vague and uncomfortable situations, doubts, biases, etc.) ▪ Summarizes what you learned about yourself through this project, that you may not have been aware of. ▪ Demonstrates increased capacity to view things from another perspective. II. General Learnings about Culture and CommunicationRelated Information ▪ Highlights key learnings about the other culture, and communicating and relating effectively with this culture III. Integration with Cultural Diversity Concepts, Models and Research ▪ Makes linkages between personal experiences and relevant cultural diversity theory and research ▪ Discusses themes such as culture shock, perceptions, expectations, stereotyping, prejudice, attributions, the role of culture, cultural and individual differences, intercultural 2 Points Score 2 2 4 4 4 4 6 6 6 6 communication, and other relevant models like those of Cox, Hofstede, Triandis, etc. (not all themes need to be discussed, but address 2 or more relevant themes.) TOTAL 3 8 30 8 30 ...
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Final Answer

Hello buddy, here is the completed assignment. I will be around to help
with the edits and future questions. Goodbye and take care


Transferability of Knowledge Essay
Student’s Name
Institutional Affiliations

The globalization of education systems in various nations has allowed students to study
in institutions located in any nation around the world. Globalization of the Chinese education
system, for example, has allowed Chinese students to study in the U.S. international universities.
Enrollment in international universities has allowed students to meet people from different
cultural backgrounds. An opportunity to study in the U.S. international universities allowed me
to interact with students from different cultures and ethnicities. As a Chinese national, I had
never before interacted effectively with individuals from different cultural backgrounds. At first,
interaction with individuals from different ethnicity and cultural background exposed me to a
culture shock. The inability to communicate effectively and understand their cultures gave me
psychological pressure, including irritation, stress, and anxiety. However, continued interaction
with diverse cultures enables me to adjust and adapt to a Culturally diverse environment.
However, the specific instance that excited me most is the comprehension of the Hispanic
culture. My competence in Hispanic culture was derived from the interaction with a Hispanic
American female aged 25 during my study in a U.S. international university. The Hispanic
American woman gave me comprehensive details of the Hispanics and their culture including
their Immigration, religion, health, language, cuisine, education, family, gender roles,
acculturation, and experience in the U.S. The Hispanic American culture was also analyzed
based on the Hofstede’s national culture theory and acculturation theory.
Understanding of the Hispanic Culture
Immigration to the U.S.

Hispanic Americans immigrated into the United States from Spanish-speaking nations in
Latin America, Central America, and Mexico. Most of the immigration of Hispanic Americans
into the USA occurred in the 20th Century. Notably, some Hispanic Americans are native to
some U.S. states, including Kansas, Wyoming, Oklahoma, Colorado, Nevada, Utah, California,
New Mexico, Texas, and Arizona. The Hispanic American woman explained to me that although
she was born in the United States, her grandparents immigrated into the U.S in the 1960s from
Puerto Rico. She explained that her grandparents immigrated to the U.S. in search of better
wages and salaries. The immigration of Puerto Ricans into the United States was supported by
the political and economic strategy of the U.S. Firstly, the United States government needed to
seal the labor deficit in its job market by hiring Hispanic Americans. The U.S. government also
intended to establish a healthy political relationship with Central American countries during the
Cold War period through opening its borders for Hispanic immigrants (De Genova &
Ramos‐Zayas, 2003). The strategy supported the Central American governments by reducing
unemployment and poverty problems. Currently, the Hispanic American community exists as the
largest minority ethnic community in the USA. Hispanic Americans form approximately 18
percent of the total United States population today.
Language is an important cultural aspect of Hispanic American culture. Hispanic
Americans are identifiable form their Spanish first-language of communication. Families in the
Hispanic American communities today still emphasize the teaching of children Spanish language
to facilitate the preservation of Hispanic traditional culture and heritage. Hispanic Americans
today embrace bilingualism through the adoption of English and Spanish language of
communication (Centers for Disease Control and Prevention, 2012). The English language

enables Hispanic Americans to interact with people from different ethnic groups in the U.S.,
including White Americans, Asian Americans, and African Americans at school, workplaces,
neighborhoods, shopping areas, and social places. I found the strategy of Hispanic Americans’
approach to cultural competence similar to that of Chinese people. In this case, although
Hispanic Americans embrace cultural diversity, they recognize the importance of conserving
their heritage and cultural traditions. Hispanic Americans are also sensitive to non-verbal
communication cues, for example, facial expressions and body movements. Hispanic Americans,
for example, some Hispanic Americans, interpret maintaining eye contact as intimidation or
challenge. However, non-verbal communication plays a vital role in interpersonal relationships
in Hispanic American communities.
Hispanic Americans still hold strong cultural beliefs and practices regarding human
health. In Hispanic societies, morbidity issues (getting diseases) are more sensitive than mortality
ones (dying). The morbidity issues addressed by the Hispanic cultural traditions with regards to
their effects of human health include environmental factors including polluted water, unclean air,
and pesticide exposure, behavioral and lifestyle trends, and effective utilization of available
health services. Hispanic discourage smoking and alcohol consumption among females in their
societies to promote their welfare. The community also discourages the indulgence in
irresponsible sexual behaviors to prevent sexually transmitted disease transmission (Centers for
Disease Control and Prevention, 2012). Americans still consume traditional diets and drinks to
improve their health. Hispanic Americans also combine Western medicine and traditional health
care processes of prevention, diagnosis, and curing of diseases. Although most Hispanic
Americans rely on ...

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UT Austin

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