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Loan Costs
Write a 2-3 page paper. In your paper include:
- An explanation of your understanding of what loans really cost to consumers, and
- How you feel about adjustable rate mortgages (ARMs) and borrowing practices
- Please include information and topics from the chapter readings to justify your explanation and reasoning
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia). The other references must be from the Grantham University online library. Please adhere to the Publication Manual of the American Psychological Association (APA), (6th ed., 2nd printing when writing and submitting assisgments and papers.
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SNHU Accounting Identification of Lease Agreements Case Discussion
6-1 Discussion: Accounting for Leases: Using Codification – Choose Case 20-14 or Case 20-15: Capital Lease Issues ...
SNHU Accounting Identification of Lease Agreements Case Discussion
6-1 Discussion: Accounting for Leases: Using Codification – Choose Case 20-14 or Case 20-15: Capital Lease Issues
Review
Case 20-14 and Case 20-15, both of which address capital lease issues.
Choose either Case 20-14 or Case 20-15 and prepare a reply to the
controller for the scenario presented. Once you have presented a
response to the case chosen, decide whether or not a lease or purchase
would be the best option for the item being considered for acquisition.
Explain how the asset would be accounted for by purchase and what effect
it would have on the financial statements.
CAPITAL LEASE ISSUES
Situation Case 20-14
LO 20.1 LO 20.3 Cliborn Retail Company negotiated a lease for a retail store in a new shopping center that included 30 stores. The accountant for Cliborn, Gail Naugle, was given the lease agreement to analyze. She looked into whether the lease was a capital lease. The lease did not include a transfer of ownership or an option to purchase. The lease term was for 20 years, and the present value of the minimum lease payments was $100,000. Unsure of the fair market value of the property or its life, she called the lessor's controller.
“That is easy,” he replied. “There is no fair value because we would never sell a single store in a shopping center. And, let's see, 20 years divided by 75% is about 27 years, so the life of the property must be at least that much.”
Directions
Assuming that you are Gail, research the generally accepted accounting principles and prepare a short memo to the controller of Cliborn that summarizes how to classify the lease. Cite your reference and applicable paragraph numbers.
C 20-15
CAPITAL LEASE ISSUES
Situation Case 20-15
LO 20.1 LO 20.3 Stirbis Company was negotiating a lease for a new building that would be used as a warehouse. Stirbis's accountant, Shannon Fenimore, had been invited to join Jim Stirbis (the president) in a meeting where the lease agreement was settled. The president of the company that owned the building said, “I assume you want an operating lease.”
“That is correct,” replied Jim.
The president responded, “So we will not include a transfer of ownership or an option to purchase. Anyway, I am sure you do not want to get into the real estate business.”
“No, of course not.”
“And we agree that the lease term is 30 years.”
“Yes, but that seems to present some problems. We would have to argue that the life of the building is more than 40 years.”
“You should not have any trouble persuading your auditors to agree to that.”
“Maybe not. But the present value of the $53,040 annual lease payment is $500,000, which is the fair value of the building.”
“That is a problem. But I think I have a solution. We will adjust the annual payment to $45,000, so that the present value is only 85% of the fair value. Then we will add a clause that you also pay 1% of your total sales, up to a maximum of $8,040 each year.”
Directions
Assuming that you are Shannon, research the generally accepted accounting principles and prepare a short memo to the president of Stirbis that summarizes how to classify the lease. Cite your reference and applicable paragraph numbers.
Just choose one of the cases and address it
LED 520 Module 3 TUI Sunday Rice The Parties Involved Case Presentation
CROSS-CULTURAL COMMUNICATIONS
Case Assignment
In this module, you will engage in your cross-cultural experience. To ...
LED 520 Module 3 TUI Sunday Rice The Parties Involved Case Presentation
CROSS-CULTURAL COMMUNICATIONS
Case Assignment
In this module, you will engage in your cross-cultural experience. To document your experience, prepare a 5-minute video or a PowerPoint presentation with photos (at least 6 slides) describing the experience. This assignment should be strictly factual, as if you were preparing a news story on the event. You want to convey to the reader the look and feel of the contact experience or event. Concentrate on “who, what, when, where, and how.” The “why” question is what we will focus on in the Module 4 Case Assignment.
Assignment Expectations
Your presentation should be professionally prepared, as if you were making a presentation to your boss.
Presentations should be thoroughly edited and error-free.
Any photos should be accompanied by descriptions naming the participants and circumstances.
PowerPoint presentations may include voice-overs or other audio (e.g., music representative of the culture.
Module 3
Required Reading
Add, M. M. (2013). Monochronic and polychronic time. Prezi. Retrieved from http://prezi.com/e08xcxjafzli/monochronic-and-polychronic-time-article-summary/Brett, J. M. (2000). Culture and negotiation. International Journal of Psychology 35(2), 97–104. Available in the Trident Online Library via Business Source Complete.Diversity tip sheet: Cross-cultural communication: Translating nonverbal cues. (2008). Diversity Council. Retrieved from http://media.wix.com/ugd/585763_8ea8dab2b7574c1a85d491beaaa90a5f.pdfGillespie, D. (2013). Communication styles: Understanding gender differences. WorkHealthLife blog. Retrieved from http://blog.workhealthlife.com/2013/03/communication-styles-understanding-gender-differences/McKissick, C. (2013). Chapter 4: What are the keys to understanding cultural and ethnic identities? Retrieved from http://prezi.com/qxa61oj8zv_k/ch-4-what-are-the-keys-to-understanding-cultural-and-ethni/McLeod, S. (2008). Social Identity Theory. Simply Psychology. Retrieved from http://www.simplypsychology.org/social-identity-theory.htmlMorris, D. (2011, January 29). Gestures, meanings and cultures [Video]. http://www.youtube.com/watch?v=fRQSRed58XMRoth, H. J. (2012). Culture, space, and time: Problems in intercultural communication. The International Relations and Security Network. Retrieved from http://www.isn.ethz.ch/Digital-Library/Articles/Detail/?ots783=4888caa0-b3db-1461-98b9-e20e7b9c13d4&id=154696Schwander, J. (2013, September 20). Interpersonal Communication: Low and high context culture [Video]. http://www.youtube.com/watch?v=uMGu89XBModule 3 - Background
CROSS-CULTURAL COMMUNICATIONS
All readings are required unless noted as “Optional” or “Not Required.”
High and Low Context
The definitive work on context was originated by anthropologist Edward T. Hall. He differentiated between high- and low-context cultures. Context refers to the background or framework within which communication takes place.
High-context cultures place a high value on relationships. Business transactions cannot be successful unless based on a foundation of trust, so taking the time to build trust is an essential first step to any commercial activity. Hall explained that these cultures are collectivistic, placing greater value on group harmony than individual success.
Because these cultures are intuitive, people rely on impressions and feelings more than reason or logic. What is expressed in words is less important than the context—things like gestures, tone of voice, general affect, or even the speaker’s family history and position in society. These cultures tend to be homogeneous, and enjoy a shared history.
High-context communication tends to be indirect. However, if you force a direct yes or no answer, the response is likely to be yes (even if the “real” answer is no), lest the speaker risk offending you. Outsiders may find high-context communication to be overly formal and even obsequious. Flowery language, self-effacement, and elaborate apologies are common. Clusters of high-context cultures can be found in Asia, Africa, South America, and the Middle East.
Low-context cultures are logical, evaluative and analytic. Decisions are made not on intuition or emotion, but facts and data. Business transactions are consummated with explicit contracts and written agreements, a practice which persons from high-context cultures may interpret as signifying a lack of trust. Low-context cultures tend to be individualistic.
Communications tend to be straightforward, direct, and action-oriented. Arguments are linear. Language is efficient and precise, and statements are taken literally. Clusters can be found in Western Europe and North America.
The following video offers more insight into high- and low-context communication:
Schwander, J. (2013, September 20). Interpersonal Communication: Low and high context culture [Video].
Application: Negotiation
The following article by Brett is an excellent overview of how negotiations are influenced by culture. There is an excellent section on the role high and low context plays in negotiation strategies and tactics.
Brett, J. M. (2000). Culture and negotiation. International Journal of Psychology 35(2), 97–104. Available in the Trident Online Library via Business Source Complete.
Relationship to Time
Hall also did a considerable amount of work on the topic of time and how it is perceived in different cultures. He proposed that time is experienced along a continuum, from monochronic (time is linear) to polychronic (time is simultaneous).
In monochronic culture, people tend to do just one thing at a time. Schedules and time commitments are taken very seriously and interruptions are not valued.
Polychronic cultures are characterized by people doing many things at the same time. Interruptions are handled with ease as plans can be changed easily and often. Relationships are more salient than schedules, so promptness is less important than the bond between the individuals involved.
Interactions between the two cultural types can be frustrating. Monochronic individuals cannot understand why a meeting doesn’t start on time and is continually interrupted with phone calls. They can interpret such behavior as insulting, indicating disinterest or disrespect.
On the other hand, an individual from a polychromic culture cannot understand why schedules and task completion takes such precedence over relationships. He or she may not think that measuring output in terms of time is relevant.
Hall’s writings bring to life this type of culture clash over the way time is conceptualized. Since he was trained as an anthropologist, his writings on the topic take on a decidedly ethnographic flavor. The following slide show provides a bit of background on Hall and his writings on time orientation.
Add, M. M. (2013). Monochronic and polychronic time. Prezi. Retrieved from http://prezi.com/e08xcxjafzli/monochronic-and-poly...
Application: Diplomacy and Cultural Differences in Communication
The following interview with Dr Hans J. Roth, Ambassador for Cross-Border Cooperation at the Swiss Federal Department of Foreign Affairs, highlights the challenges that are created by divides in the ways people communicate and think about space and time.
Roth, H. J. (2012). Culture, space, and time: Problems in intercultural communication. The International Relations and Security Network. Retrieved from http://www.isn.ethz.ch/Digital-Library/Articles/De...
Gestures, Personal Space and Eye Contact
Over 90% of what you communicate is non-verbal—through gestures, body language, and tone of voice. This section considers the question of what are you communicating through your body language—or non-verbal behavior. These messages can vary across cultures and convey very different meanings depending on which cultures are interacting. So it is important to be well versed on what different types of non-verbals actually mean in different cultures.
The following video focuses on gestures, and how the same gestures can have different meaning in different cultures, with footage of people “acting naturally” in various cultures. Initially the video is a bit burred, but it quickly clears.
Morris, D. (2011, January 29). Gestures, meanings and cultures [Video].
Here is a short “cheat sheet” on the meaning of common gestures and non-verbal behavior across cultures:
Diversity tip sheet: Cross-cultural communication: Translating nonverbal cues. (2008). Diversity Council. Retrieved from http://media.wix.com/ugd/585763_8ea8dab2b7574c1a85...
Social Identity: Gender and Ethnicity
The last factor that we will examine in the context of cross-cultural communication is the area of social identity on styles of verbal and non-verbal communication. Social identity is a broad term that signifies any group or collective of which an individual feels a part. So, for example, your social identity might be female, baby boomer, African American, Buddhist, and/or Texan. When we communicate and interact with others, it often highlights the ways in which people from other identity groups are similar or different from our own. Indeed, it is common to assume greater similarity from a member of one of our own identity groups and greater difference between members of other groups. Although there are many bases of social identity, in this module, we will focus on two key identities—that of gender and ethnicity.
Research studies have found numerous differences between men and women in the realm of communication—even across cultures. Differences have been found in pronunciation (females have better pronunciation than males), intonation (women’s pitch is higher), vocabulary (women use more adjectives), diminutives (women use more), pronouns (women prefer first-person plural while men tend to use the first-person singular for self and second-person singular for others).
Other types of gender differences in communication involve greater use of modulation by women (“I might be wrong, but …”) whereas men are more direct. Women also tend to ask more questions as a way of engaging others in conversation, whereas men frequently view asking questions as a sign of ignorance or weakness. Men use imperative sentences more often when issuing orders, but women will modify the tone by using adverbs like “maybe,” “perhaps,” or “probably.”
Reference: Xia, X. (2013). Gender differences in using language. Theory and Practice in Language Studies, 3(8), 1485–1489.
Deborah Tannen, a noted writer in the area of gender differences in communication, developed Genderlect Theory, which held that it is best to approach communication between genders as a cross-cultural activity because men and women have different approaches to communicating, including different dialects. While her theory gained widespread notoriety, it has not been widely adopted by the academic or scholarly community.
Furthermore, Tannen’s work has been criticized as being “male-centric,” recommending that women adopt more forceful and direct methods of communicating. More recent work on gender and communication suggests that in a globalized and service-oriented economy, advantage can be gained by a communication approach that is more empathetic and inclusive.
For a brief sketch of the differences in male and female communication styles, read:
Gillespie, D. (2013). Communication styles: Understanding gender differences. WorkHealthLife blog. Retrieved from http://blog.workhealthlife.com/2013/03/communicati...
The United States is a country characterized by a great deal of ethnic diversity, and so it is particularly important to consider the extent to which ethnic identity influences communication. Ethnic identity is often subsumed under the term “social identity,” which can mean any social group with which one identifies. Just as with the above factors, identity issues in communication also concern differences in the way the world is conceived or experienced. These differences can lead to misunderstanding or unsuccessful communication when the viewpoint of the “other” is assumed to be the same as that of one’s own group.
Ethnic identities are “socially constructed.” That is, how we think about our ethnicity is influenced by the environment in which we grow up, are educated, and choose to live as adults. Who we interact with and our relationship to the dominant or majority ethnic group can shape the content and strength of our own ethnic identities.
The following animated PowerPoint presentation illustrates the complexity of ethnic identity. It is taken from Chapter 4 of Understanding Intercultural Communication by Stella Ting-Toomey and Leeva Chung. Take your time when viewing the slides. Because it is animated, the tendency is to click fast, but you will get more out of it if you slow down and take the time to understand each slide.
McKissick, C. (2013). Chapter 4: What are the keys to understanding cultural and ethnic identities? Retrieved from http://prezi.com/qxa61oj8zv_k/ch-4-what-are-the-ke...
Strayer University Cereal Company Worksheet
1. A Cereal Company makes a cereal from several ingredients. Two of the ingredients, oats and rice, provide vitamins A a ...
Strayer University Cereal Company Worksheet
1. A Cereal Company makes a cereal from several ingredients. Two of the ingredients, oats and rice, provide vitamins A and B. The company wants to know how many ounces of oats and rice it should include in each box of cereal to meet the minimum requirements of 45 milligrams of vitamin A and 13 milligrams of vitamin B while minimizing cost. An ounce of oats contributes 10 milligrams of vitamin A and 2 milligram of vitamin B, whereas an ounce of rice contributes 6 milligrams of A and 3 milligrams of B. An ounce of oats costs $0.06, and an ounce of rice costs $0.03. a. Formulate a linear programming model for this problem. b. Solve the model by using graphical analysis. 2. A Furniture Company produces chairs and tables from two resources- labor and wood. The company has 125 hours of labor and 45 board-ft. of wood available each day. Demand for chairs is limited to 5 per day. Each chair requires 7 hours of labor and 3.5 board-ft. of wood, whereas a table requires 14 hours of labor and 7 board-ft. of wood. The profit derived from each chair is $325 and from each table, $120. The company wants to determine the number of chairs and tables to produce each day in order to maximize profit. Formulate a linear programming model for this problem. a. Formulate a linear programming model for this problem. b. Solve the model by using graphical analysis. (Do not round the answers) c. How much labor and wood will be unused if the optimal numbers of chairs and tables are produced? 3. Kroeger supermarket sells its own brand of canned peas as well as several national brands. The store makes a profit of $0.28 per can for its own peas and a profit of $0.19 for any of the national brands. The store has 6 square feet of shelf space available for canned peas, and each can of peas takes up 9 square inches of that space. Point-of-sale records show that each week the store never sales more than half as many cans of its own brand as it does of the national brands. The store wants to know how many cans of its own brand of peas of peas and how many cans of the national brands to stock each week on the allocated shelf space in order to maximize profit. a. Formulate a linear programming model for this problem. b. Solve the model by using graphical analysis. MAT540 Homework Week 6 Page 2 of 2 4. Solve the following linear programming model graphically: Minimize Z=8X1 + 6X2 Subject to 4X1 + 2X2 20 -6X1 + 4X2 X1 + X2 X1 , X2
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Ashford University Wk 5 and 6 Financial Management & GAAP Discussion
The Quality of Financial InformationReferencing this week’s readings and lecture, describe the quality issues related to ...
Ashford University Wk 5 and 6 Financial Management & GAAP Discussion
The Quality of Financial InformationReferencing this week’s readings and lecture, describe the quality issues related to reporting revenue. What is the importance of understanding various inventory valuation methods in determining the quality of reported profits? Conflicts with GAAPEven though firms follow the accounting rules (GAAP) when presenting their financial statements, it is still possible for conflicts of interest to exist between what management wants investors and creditors to see and the economic reality of transactions. Explain how this can occur.Financial RatiosReferencing this week’s readings and lecture, what are the limitations of financial ratios? Classify your answer into at least the following categories: liquidity ratios, activity ratios, leverage ratios, and profitability ratios.Financial AnalysisR.E.C. Inc.’s staff of accountants finished preparing the financial statements for 2010 and will meet next week with the company’s CEO as well as the Director of Investor Relations and representatives from the marketing and art departments to design the current year’s annual report. Write a paragraph in which you present the main idea(s) you think the company should present to shareholders in the annual report. Why do you think those ideas should be included?
SNHU Accounting Identification of Lease Agreements Case Discussion
6-1 Discussion: Accounting for Leases: Using Codification – Choose Case 20-14 or Case 20-15: Capital Lease Issues ...
SNHU Accounting Identification of Lease Agreements Case Discussion
6-1 Discussion: Accounting for Leases: Using Codification – Choose Case 20-14 or Case 20-15: Capital Lease Issues
Review
Case 20-14 and Case 20-15, both of which address capital lease issues.
Choose either Case 20-14 or Case 20-15 and prepare a reply to the
controller for the scenario presented. Once you have presented a
response to the case chosen, decide whether or not a lease or purchase
would be the best option for the item being considered for acquisition.
Explain how the asset would be accounted for by purchase and what effect
it would have on the financial statements.
CAPITAL LEASE ISSUES
Situation Case 20-14
LO 20.1 LO 20.3 Cliborn Retail Company negotiated a lease for a retail store in a new shopping center that included 30 stores. The accountant for Cliborn, Gail Naugle, was given the lease agreement to analyze. She looked into whether the lease was a capital lease. The lease did not include a transfer of ownership or an option to purchase. The lease term was for 20 years, and the present value of the minimum lease payments was $100,000. Unsure of the fair market value of the property or its life, she called the lessor's controller.
“That is easy,” he replied. “There is no fair value because we would never sell a single store in a shopping center. And, let's see, 20 years divided by 75% is about 27 years, so the life of the property must be at least that much.”
Directions
Assuming that you are Gail, research the generally accepted accounting principles and prepare a short memo to the controller of Cliborn that summarizes how to classify the lease. Cite your reference and applicable paragraph numbers.
C 20-15
CAPITAL LEASE ISSUES
Situation Case 20-15
LO 20.1 LO 20.3 Stirbis Company was negotiating a lease for a new building that would be used as a warehouse. Stirbis's accountant, Shannon Fenimore, had been invited to join Jim Stirbis (the president) in a meeting where the lease agreement was settled. The president of the company that owned the building said, “I assume you want an operating lease.”
“That is correct,” replied Jim.
The president responded, “So we will not include a transfer of ownership or an option to purchase. Anyway, I am sure you do not want to get into the real estate business.”
“No, of course not.”
“And we agree that the lease term is 30 years.”
“Yes, but that seems to present some problems. We would have to argue that the life of the building is more than 40 years.”
“You should not have any trouble persuading your auditors to agree to that.”
“Maybe not. But the present value of the $53,040 annual lease payment is $500,000, which is the fair value of the building.”
“That is a problem. But I think I have a solution. We will adjust the annual payment to $45,000, so that the present value is only 85% of the fair value. Then we will add a clause that you also pay 1% of your total sales, up to a maximum of $8,040 each year.”
Directions
Assuming that you are Shannon, research the generally accepted accounting principles and prepare a short memo to the president of Stirbis that summarizes how to classify the lease. Cite your reference and applicable paragraph numbers.
Just choose one of the cases and address it
LED 520 Module 3 TUI Sunday Rice The Parties Involved Case Presentation
CROSS-CULTURAL COMMUNICATIONS
Case Assignment
In this module, you will engage in your cross-cultural experience. To ...
LED 520 Module 3 TUI Sunday Rice The Parties Involved Case Presentation
CROSS-CULTURAL COMMUNICATIONS
Case Assignment
In this module, you will engage in your cross-cultural experience. To document your experience, prepare a 5-minute video or a PowerPoint presentation with photos (at least 6 slides) describing the experience. This assignment should be strictly factual, as if you were preparing a news story on the event. You want to convey to the reader the look and feel of the contact experience or event. Concentrate on “who, what, when, where, and how.” The “why” question is what we will focus on in the Module 4 Case Assignment.
Assignment Expectations
Your presentation should be professionally prepared, as if you were making a presentation to your boss.
Presentations should be thoroughly edited and error-free.
Any photos should be accompanied by descriptions naming the participants and circumstances.
PowerPoint presentations may include voice-overs or other audio (e.g., music representative of the culture.
Module 3
Required Reading
Add, M. M. (2013). Monochronic and polychronic time. Prezi. Retrieved from http://prezi.com/e08xcxjafzli/monochronic-and-polychronic-time-article-summary/Brett, J. M. (2000). Culture and negotiation. International Journal of Psychology 35(2), 97–104. Available in the Trident Online Library via Business Source Complete.Diversity tip sheet: Cross-cultural communication: Translating nonverbal cues. (2008). Diversity Council. Retrieved from http://media.wix.com/ugd/585763_8ea8dab2b7574c1a85d491beaaa90a5f.pdfGillespie, D. (2013). Communication styles: Understanding gender differences. WorkHealthLife blog. Retrieved from http://blog.workhealthlife.com/2013/03/communication-styles-understanding-gender-differences/McKissick, C. (2013). Chapter 4: What are the keys to understanding cultural and ethnic identities? Retrieved from http://prezi.com/qxa61oj8zv_k/ch-4-what-are-the-keys-to-understanding-cultural-and-ethni/McLeod, S. (2008). Social Identity Theory. Simply Psychology. Retrieved from http://www.simplypsychology.org/social-identity-theory.htmlMorris, D. (2011, January 29). Gestures, meanings and cultures [Video]. http://www.youtube.com/watch?v=fRQSRed58XMRoth, H. J. (2012). Culture, space, and time: Problems in intercultural communication. The International Relations and Security Network. Retrieved from http://www.isn.ethz.ch/Digital-Library/Articles/Detail/?ots783=4888caa0-b3db-1461-98b9-e20e7b9c13d4&id=154696Schwander, J. (2013, September 20). Interpersonal Communication: Low and high context culture [Video]. http://www.youtube.com/watch?v=uMGu89XBModule 3 - Background
CROSS-CULTURAL COMMUNICATIONS
All readings are required unless noted as “Optional” or “Not Required.”
High and Low Context
The definitive work on context was originated by anthropologist Edward T. Hall. He differentiated between high- and low-context cultures. Context refers to the background or framework within which communication takes place.
High-context cultures place a high value on relationships. Business transactions cannot be successful unless based on a foundation of trust, so taking the time to build trust is an essential first step to any commercial activity. Hall explained that these cultures are collectivistic, placing greater value on group harmony than individual success.
Because these cultures are intuitive, people rely on impressions and feelings more than reason or logic. What is expressed in words is less important than the context—things like gestures, tone of voice, general affect, or even the speaker’s family history and position in society. These cultures tend to be homogeneous, and enjoy a shared history.
High-context communication tends to be indirect. However, if you force a direct yes or no answer, the response is likely to be yes (even if the “real” answer is no), lest the speaker risk offending you. Outsiders may find high-context communication to be overly formal and even obsequious. Flowery language, self-effacement, and elaborate apologies are common. Clusters of high-context cultures can be found in Asia, Africa, South America, and the Middle East.
Low-context cultures are logical, evaluative and analytic. Decisions are made not on intuition or emotion, but facts and data. Business transactions are consummated with explicit contracts and written agreements, a practice which persons from high-context cultures may interpret as signifying a lack of trust. Low-context cultures tend to be individualistic.
Communications tend to be straightforward, direct, and action-oriented. Arguments are linear. Language is efficient and precise, and statements are taken literally. Clusters can be found in Western Europe and North America.
The following video offers more insight into high- and low-context communication:
Schwander, J. (2013, September 20). Interpersonal Communication: Low and high context culture [Video].
Application: Negotiation
The following article by Brett is an excellent overview of how negotiations are influenced by culture. There is an excellent section on the role high and low context plays in negotiation strategies and tactics.
Brett, J. M. (2000). Culture and negotiation. International Journal of Psychology 35(2), 97–104. Available in the Trident Online Library via Business Source Complete.
Relationship to Time
Hall also did a considerable amount of work on the topic of time and how it is perceived in different cultures. He proposed that time is experienced along a continuum, from monochronic (time is linear) to polychronic (time is simultaneous).
In monochronic culture, people tend to do just one thing at a time. Schedules and time commitments are taken very seriously and interruptions are not valued.
Polychronic cultures are characterized by people doing many things at the same time. Interruptions are handled with ease as plans can be changed easily and often. Relationships are more salient than schedules, so promptness is less important than the bond between the individuals involved.
Interactions between the two cultural types can be frustrating. Monochronic individuals cannot understand why a meeting doesn’t start on time and is continually interrupted with phone calls. They can interpret such behavior as insulting, indicating disinterest or disrespect.
On the other hand, an individual from a polychromic culture cannot understand why schedules and task completion takes such precedence over relationships. He or she may not think that measuring output in terms of time is relevant.
Hall’s writings bring to life this type of culture clash over the way time is conceptualized. Since he was trained as an anthropologist, his writings on the topic take on a decidedly ethnographic flavor. The following slide show provides a bit of background on Hall and his writings on time orientation.
Add, M. M. (2013). Monochronic and polychronic time. Prezi. Retrieved from http://prezi.com/e08xcxjafzli/monochronic-and-poly...
Application: Diplomacy and Cultural Differences in Communication
The following interview with Dr Hans J. Roth, Ambassador for Cross-Border Cooperation at the Swiss Federal Department of Foreign Affairs, highlights the challenges that are created by divides in the ways people communicate and think about space and time.
Roth, H. J. (2012). Culture, space, and time: Problems in intercultural communication. The International Relations and Security Network. Retrieved from http://www.isn.ethz.ch/Digital-Library/Articles/De...
Gestures, Personal Space and Eye Contact
Over 90% of what you communicate is non-verbal—through gestures, body language, and tone of voice. This section considers the question of what are you communicating through your body language—or non-verbal behavior. These messages can vary across cultures and convey very different meanings depending on which cultures are interacting. So it is important to be well versed on what different types of non-verbals actually mean in different cultures.
The following video focuses on gestures, and how the same gestures can have different meaning in different cultures, with footage of people “acting naturally” in various cultures. Initially the video is a bit burred, but it quickly clears.
Morris, D. (2011, January 29). Gestures, meanings and cultures [Video].
Here is a short “cheat sheet” on the meaning of common gestures and non-verbal behavior across cultures:
Diversity tip sheet: Cross-cultural communication: Translating nonverbal cues. (2008). Diversity Council. Retrieved from http://media.wix.com/ugd/585763_8ea8dab2b7574c1a85...
Social Identity: Gender and Ethnicity
The last factor that we will examine in the context of cross-cultural communication is the area of social identity on styles of verbal and non-verbal communication. Social identity is a broad term that signifies any group or collective of which an individual feels a part. So, for example, your social identity might be female, baby boomer, African American, Buddhist, and/or Texan. When we communicate and interact with others, it often highlights the ways in which people from other identity groups are similar or different from our own. Indeed, it is common to assume greater similarity from a member of one of our own identity groups and greater difference between members of other groups. Although there are many bases of social identity, in this module, we will focus on two key identities—that of gender and ethnicity.
Research studies have found numerous differences between men and women in the realm of communication—even across cultures. Differences have been found in pronunciation (females have better pronunciation than males), intonation (women’s pitch is higher), vocabulary (women use more adjectives), diminutives (women use more), pronouns (women prefer first-person plural while men tend to use the first-person singular for self and second-person singular for others).
Other types of gender differences in communication involve greater use of modulation by women (“I might be wrong, but …”) whereas men are more direct. Women also tend to ask more questions as a way of engaging others in conversation, whereas men frequently view asking questions as a sign of ignorance or weakness. Men use imperative sentences more often when issuing orders, but women will modify the tone by using adverbs like “maybe,” “perhaps,” or “probably.”
Reference: Xia, X. (2013). Gender differences in using language. Theory and Practice in Language Studies, 3(8), 1485–1489.
Deborah Tannen, a noted writer in the area of gender differences in communication, developed Genderlect Theory, which held that it is best to approach communication between genders as a cross-cultural activity because men and women have different approaches to communicating, including different dialects. While her theory gained widespread notoriety, it has not been widely adopted by the academic or scholarly community.
Furthermore, Tannen’s work has been criticized as being “male-centric,” recommending that women adopt more forceful and direct methods of communicating. More recent work on gender and communication suggests that in a globalized and service-oriented economy, advantage can be gained by a communication approach that is more empathetic and inclusive.
For a brief sketch of the differences in male and female communication styles, read:
Gillespie, D. (2013). Communication styles: Understanding gender differences. WorkHealthLife blog. Retrieved from http://blog.workhealthlife.com/2013/03/communicati...
The United States is a country characterized by a great deal of ethnic diversity, and so it is particularly important to consider the extent to which ethnic identity influences communication. Ethnic identity is often subsumed under the term “social identity,” which can mean any social group with which one identifies. Just as with the above factors, identity issues in communication also concern differences in the way the world is conceived or experienced. These differences can lead to misunderstanding or unsuccessful communication when the viewpoint of the “other” is assumed to be the same as that of one’s own group.
Ethnic identities are “socially constructed.” That is, how we think about our ethnicity is influenced by the environment in which we grow up, are educated, and choose to live as adults. Who we interact with and our relationship to the dominant or majority ethnic group can shape the content and strength of our own ethnic identities.
The following animated PowerPoint presentation illustrates the complexity of ethnic identity. It is taken from Chapter 4 of Understanding Intercultural Communication by Stella Ting-Toomey and Leeva Chung. Take your time when viewing the slides. Because it is animated, the tendency is to click fast, but you will get more out of it if you slow down and take the time to understand each slide.
McKissick, C. (2013). Chapter 4: What are the keys to understanding cultural and ethnic identities? Retrieved from http://prezi.com/qxa61oj8zv_k/ch-4-what-are-the-ke...
Strayer University Cereal Company Worksheet
1. A Cereal Company makes a cereal from several ingredients. Two of the ingredients, oats and rice, provide vitamins A a ...
Strayer University Cereal Company Worksheet
1. A Cereal Company makes a cereal from several ingredients. Two of the ingredients, oats and rice, provide vitamins A and B. The company wants to know how many ounces of oats and rice it should include in each box of cereal to meet the minimum requirements of 45 milligrams of vitamin A and 13 milligrams of vitamin B while minimizing cost. An ounce of oats contributes 10 milligrams of vitamin A and 2 milligram of vitamin B, whereas an ounce of rice contributes 6 milligrams of A and 3 milligrams of B. An ounce of oats costs $0.06, and an ounce of rice costs $0.03. a. Formulate a linear programming model for this problem. b. Solve the model by using graphical analysis. 2. A Furniture Company produces chairs and tables from two resources- labor and wood. The company has 125 hours of labor and 45 board-ft. of wood available each day. Demand for chairs is limited to 5 per day. Each chair requires 7 hours of labor and 3.5 board-ft. of wood, whereas a table requires 14 hours of labor and 7 board-ft. of wood. The profit derived from each chair is $325 and from each table, $120. The company wants to determine the number of chairs and tables to produce each day in order to maximize profit. Formulate a linear programming model for this problem. a. Formulate a linear programming model for this problem. b. Solve the model by using graphical analysis. (Do not round the answers) c. How much labor and wood will be unused if the optimal numbers of chairs and tables are produced? 3. Kroeger supermarket sells its own brand of canned peas as well as several national brands. The store makes a profit of $0.28 per can for its own peas and a profit of $0.19 for any of the national brands. The store has 6 square feet of shelf space available for canned peas, and each can of peas takes up 9 square inches of that space. Point-of-sale records show that each week the store never sales more than half as many cans of its own brand as it does of the national brands. The store wants to know how many cans of its own brand of peas of peas and how many cans of the national brands to stock each week on the allocated shelf space in order to maximize profit. a. Formulate a linear programming model for this problem. b. Solve the model by using graphical analysis. MAT540 Homework Week 6 Page 2 of 2 4. Solve the following linear programming model graphically: Minimize Z=8X1 + 6X2 Subject to 4X1 + 2X2 20 -6X1 + 4X2 X1 + X2 X1 , X2
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