Features of Intercultural Communication

Features of Intercultural Communication Intercultural communication is about how people from different cultures communicate. It is a face to face communication between people from different cultures and backgrounds (Lewis, Slade 2000). In University, the mixing of different cultures is a good example of intercultural communications. Every day, we learn different things about different cultures. This is important as it allows the world to grow and become closer allowing countries to have relations with each other and to learn and respect the different beliefs of other cultures. There will be problems faced along the way to achieving these goals nevertheless there are always ways to overcome these problems. Problems such as language barriers, traditionalbeliefs , Gender with regards religion are the main issues which present difficulties towards learning about different cultures. One of the problems that can affect the movement of intercultural communications is traditional beliefs. For example, Koreans traditionally as a sign of acknowledgement and respect, greet one another with a bow. If a westerner goes to Korea and greets a Korean with a wave, it may be disrespectful towards the Korean. This can be overcome by education and the acceptance of multiculturalism within each country. A country cannot expand if it does not except multiculturalism. Storey Douglas said in his article that international communications including the flow of popular culture and news, as well as educational, economic, and professional exchange, are shown to have profound influences on how people develop images of other nations and how perceptions and misperceptions affect interaction at the national level (Douglas 1988). Language is the key to a person’s self-identity. It enables the person to express emotions,  share feelings, tell stories, and convey complex messages and knowledge. Language is our  greatest mediator that allows us to relate and understand each other (Imberti, 2007). It can be defined as a system of conceptual symbols that allows us to communicate. It also provides us with a significant frame of reference and a relational context that sustains our identities (Imberti, 2007). An example of how language can be a barrier towards intercultural communication is when a Chinese man is unable to communicate to a Western man because of his lack of knowledge of the English language vice versa. Aki Uchida mentioned in her article about understanding the need to learn English, she saw it as an important means of relating to people of different cultures and constructing shared knowledge and understanding (Uchida 1997). Understanding the need to learn another language is important for overcoming the language barrier to enable communications between cultures helping us relate to different cultures and sharing our knowledge and understanding of our cultures to them. Some cultures believe that women are inferior to men. It is a barrier preventing us to achieve intercultural communication. For example if a successful Australian woman goes to the middle east where women are permitted to work and their job were to simply stay at home and look after the kids, Middle eastern men may find that very intimidating and offensive therefore avoiding any form of communication with the Australian woman. Aki Uchida suggested in her article that emphasizing the possibility that the beliefs and practices that constitute gender are salient cultural resources and attributes that participants may reject, accept, or integrate in the course of cultural building (Uchida 1997). To build obtain intercultural communications; people have to learn to accept and respect their dogmata of another culture for communication to transpire. In respects to the example I gave, Middle eastern men should accept and respect the culture of Australian society and not be afraid to approach the Australian woman with respect and benevolence. Like-wise the Australian woman should realize their culture and be more respectful towards the men not in an inferior way but a restrained manner (not coming across as too aggressive). These are ways that we can form bridges to further improve our drive towards obtaining intercultural communication with different cultures. However there are still people in the world who are ethnocentric. Ethnocentric is having the idea that your particular belief or culture is better than other cultures and beliefs. Having this mind set will only set us back in hopes of obtaining multiculturalism and cross cultural communication. Ethnocentrism is divided into three stages, denial, defence and minimization are the three ways to define an ethnocentric person (Chu 2014). The person is in denial which means he or she is completely not interested in dealing with people of different cultures (Chu 2014). They are comfortable in their culture and usually do not want to step out and accept a different culture. Some are in Defence and take action towards people of different cultures (Chu 2014). Their actions are usually caused by fear of an unknown belief or action and therefore in defence, they retaliate against the person in other words categorising them as â€Å"minorities†. Minimization is when they recognise a different culture but at a very superficial and minimal kind of level (Chu 2014). Our aim should be to try and help those who are ethnocentric to slowly move towards being ethnorelative. Naomi Ludemen Smith described in her article that to be ethnorelative is to adopt a position that dismantles any notion that there is a set of universal standards by which we can rightfully judge or confront the good and the bad of how a people group, religion, and society lives (Smith 2013). ethno relativism is divided into three stages, acceptance, adaptation and integration. Acceptance is to tolerate different cultures, Adaptation is to experience emphathy towards a different culture and integration is not regarding that there is a dominant culture (Chu 2014). To move from ethnocentrism to ethnorelativism, according to Deardorff, the attitudes move from top to bottom. Firstly, when dealing with another culture, the ethnocentric individual will have to show respect, openness and curiosity discovery (Chu 2014). This is the basic requirement before moving on to the next stage of gaining knowledge and skills to adaptation. Individual has to show cultural self-awareness which is acknowledging that his or her culture is not perfect. After realising this, you will accept another culture and gain an understanding of it and slowly being open o listen, observe and show respect to a different culture (Chu 2014). After which, a desired internal outcome will be obtained. The individual will gain an ethnorelative mindset and will be able to empathise with other cultures. Lastly, the individual will obtain the desired external outcome being able to behave and communicate affectively and appropriately to achieve his or her goals to some degree with another culture (Chu 2014). Our ultimate goal is to achieve intercultural competence in todays globalised society. All these technical tools on how to become more ethnorelative will be completely useless if the individual does not possess the correct ethics. we need to have ethics when it comes to competence of intercultural communication. In order to address ethics in communication, we must recognise them as an extension of personal convictions or we condemn ourselves to study them as idealistic, theoractical constructs (Casmir 2013). We have to gain these ethics ourselves, gaining knowledge of the norms within other cultures and show respect towards these norms, show hospitality to people from other cultures for others to display respect to our culture therefore displaying the awareness of different cultures ethical responses (Chu 2014). At the end of the day, it is people who communicate with each other and not cultures that communicate with each other. If we look at the differences between cultures from our perspective, there are many differences however if you look at it from a individual human to human perspective, There is not much difference in the way people react to things (Chu 2014). We have to put ourselves into unknown territory for us to change and appreciate different cultures and to display ethics. The learning process or acculturation which is the process of the meeting of cultures and the changes which result from such meetings (Chu 2014). How we acculturate is the same as how we learn about things in our daily lives such as university or our work place, we expose ourselves to unknown situations and learn from it by excepting it. Intercultural empathy is shown when we place ourselves in the shoes of someone from a different cultures perspective and try to understand what it is like from their eyes (Chu 2014). It is like setting a goal for ourselves in the future and working backwards from that goal that way guide us and sets a focus into attaining our goal. Intercultural competence is important to communications because it helps us bridge cultural differences within and among nations (Chu 2014). Multiculturalism is spreading around the world due to globali zation with counties helping each other expand through trades and multi national operations. Therefore, migration is high and individuals from different cultures are made to interact with one another which is why it is necessary for us to have an ethical response to the social reality of cultural tension. Why not get along to help make the world a better place to live in.

Down Syndrome Essay -- Biology Biological Medical Essays

Down Syndrome They used to be called "Mongoloids," an ethnic insult coined by John Langdon Down, an English physician during the nineteenth century. But now they are known as people, individuals with a condition known as Down syndrome. (3). It wasn't until the 1960s that Jerome Lejeune and Patricia Jacobs discovered the cause of Down syndrome (also called trisomy 21). But with technological advancements within the scientific community, more and more information has been gathered about the condition that affects about one in every one thousand children born around the world. (4). Research shows that Down syndrome is a genetic condition caused by certain chromosomal abnormalities. Chromosomes within cells are composed of proteins and genetic information in the form of DNA. Human cells normally contain 23 pairs of chromosomes to make a total of 46 chromosomes in each cell. When sex cells (eggs and sperm) divide through the process of meiosis, one cell splits into two parts so that each of the resulting cells only has 23 chromosomes, rather than 46. But many errors can occur during cell division. During meiosis, the chromosomes are supposed to split and go to different areas of the cell. This step in the process of meiosis is called disjunction. But sometimes during cell division, a chromosome will not detach and it will stay with its pair chromosome. This results in one of the new cells having 24 chromosomes and the other having only 22 chromosomes. An error such as this is called nondisjunction. If a cell with this error mates with a normal cell, the fert ilized egg will end up with an uneven number of chromosomes. (3). In the instance of Down syndrome, 95 percent of all cases are caused by nondisjunction, and 90 p... ... some cells, researchers get closer and closer each year to discovering the mystery of trisomy 21. With every new development, and with increased education and research, the quality of life improves for the people who, not long ago, were exiled from society for being "different" from other people. Internet Sources: 1)"Prenatal Screening for Down Syndrome", http://www.ds-health.com/prenatal.htm 2)"Comprehensive Speech and Language Treatment for Infants, Toddlers, and Children with Down Syndrome", http://www.ds-health.com/speech.htm 3)"Trisomy 21: The Story of Down Syndrome", http://www.ds-health.com/trisomy.htm 4)Down Syndrome: Background Information", http://www.nas.com/downsyn/faq1.html 5)About Down Syndrome", http://www.ndss.org/aboutds/aboutds.html#PPgenetic 6)About Down Syndrome http://www.ndss.org/aboutds/aboutds.html#PPmedical

The Soldier – Rupert Broke

â€Å"The Soldier† is a sonnet-type poem composed by a First World War veteran and also a war poet named Rupert Brooke. This sonnet finds a soldier speculating about his possible death as we goes away to war, which he feels should not be mourned, but understood as part of a selfless tribute to his much-loved England. This poem was written as the First World War broke out in 1914, as part of a series of many sonnets written by Rupert Brooke. Patriotism is a true form of love.It is a form of love which is pure, yet which has the ability to rage fire for the sake of itself. It is the form of love which is unconditional, immense, true and real for one's land, one's true mother. Rupert Brooke has presented his patriotism in a spectacular way in this poem. The poem encompasses the memories of a fallen soldier who declares his patriotism to his homeland by stating that his sacrifice shall be the eternal ownership of England. It also deals with the death and accomplishments of a soldi er.In the opening lines Rupert Brooke has presented his patriotism in such a forceful expression that he considers the sand in which he would be buried, be it a foreign land, will become an English sand, the richness of which will further be increased by the fertility of an English body of a passionately patriotic soul. The idea of an unnamed â€Å"corner of a foreign field† where the soldier will be buried speaks of the unsung and anonymous nature of death in war. Yet the notion that this small space will â€Å"forever† be part of England elevates the sacrifice the soldier makes— as if he has in a small way conquered this land.The soft alliteration here lends these opening lines a subdued tone. He goes on to say that England was his birth place and it shaped what kind of person he became. It influenced his thoughts and beliefs. England taught him about love, loyalty, and honor. His soul will be immortal, because he fought for England. The association and inclin ation of his mind and body towards his country is vigorously explained when he claims to create an English land, of an English body, bore by England, brought up by England and educated and fed by England, in the land he will be buried.The poet also emphasizes on England’s abundance and pastoral beauty as a kind gift. He refers to himself as a child who grew up under the English sunshine; bathe in the English rivers, breathing the fresh air of the English countryside and whose destiny is shaped by the nation itself. His death is justified, because he died for England. His evil deeds don't matter anymore, because he did what was right; he fought for his country. Whatever evil things he had done will be forgiven as he died while defending his motherland.His preceding desire is for all present and future generations to think that his heart is reconciled to the good of his country with no evil intentions hidden, but a lively mind in the afterlife which will project the fondest tho ughts given by England. His death allows him to only remember the good things about England. It also allows for someone else to come and take his place. He is passing on all the dreams and thoughts that England taught him onto the next generation of soldier; so that he can fight with as much heart and honor as he did. The soldier lists all the wonderful experiences that the soldier has gained from England.These pleasant thoughts and memories will be given back to God as the soldier becomes one with Him. The sights and sounds that are experienced by the poet in his younger days and the boyhood dreams that are as clear as the day, the laughter of youth from the circle of friends and that gentleness of heart, whose soul will rest in peace under an English heaven. The poem ends with a startling proposition— the soldier finds rest and peace at last in heaven, but heaven has been transformed by the thoughts and memories that the soldier has given to God.This heaven is now â€Å"an English heaven†: the connection with England will remain forever unbroken. The sonnet’s turn from an idyllic or idealized vision of England to the idea of a transcendent and literally heavenly England is complete. These final lines are showing the happiness that England has given him. And because he fought for England he will forever be at peace in an English heaven with only good thoughts and laughter in his heart. The plot of this poem reinforces its meaning because it deals with death and love.These are two powerful things that evoke feeling in people. It helps to create an image in the poem of a man who is very brave and would do anything for his country. The meaning in the poem is straightforward. The author dedicates the poem to death and love. QESTION Q. Describe the way Rupert Brooke feels about England. What does he mean by â€Å"a richer dust†? Answer: â€Å"The Soldier† is a sonnet-type poem composed by a First World War veteran and also a war poet named Rupert Brooke.This sonnet finds a soldier speculating about his possible death as we goes away to war, which he feels should not be mourned, but understood as part of a selfless tribute to his much-loved England. This poem was written as the First World War broke out in 1914, as part of a series of many sonnets written by Rupert Brooke. Patriotism is a true form of love. It is a form of love which is pure, yet which has the ability to rage fire for the sake of itself. It is the form of love which is unconditional, immense, true and real for one's land, one's true mother.Rupert Brooke has presented his patriotism in a spectacular way in this poem. The poem encompasses the memories of a fallen soldier who declares his patriotism to his homeland by stating that his sacrifice shall be the eternal ownership of England. Rupert Brooke has presented his patriotism in such a forceful expression that he considers the sand in which he would be buried, be it a foreign land, will beco me an English sand, the richness of which will further be increased by the fertility of an English body of a passionately patriotic soul.The idea of an unnamed â€Å"corner of a foreign field† where the soldier will be buried speaks of the unsung and anonymous nature of death in war. Yet the notion that this small space will â€Å"forever† be part of England elevates the sacrifice the soldier makes— as if he has in a small way conquered this land. He goes on to say that England was his birth place and it shaped what kind of person he became. It influenced his thoughts and beliefs. England taught him about love, loyalty, and honor. His soul will be immortal, because he fought for England.The association and inclination of his mind and body towards his country is vigorously explained when he claims to create an English land, of an English body, bore by England, brought up by England and educated and fed by England, in the land he will be buried. The poet also emph asizes on England’s abundance and pastoral beauty as a kind gift. He refers to himself as a child who grew up under the English sunshine; bathe in the English rivers, breathing the fresh air of the English countryside and whose destiny is shaped by the nation itself. His death is justified, because he died for England.His evil deeds don't matter anymore, because he did what was right; he fought for his country. Whatever evil things he had done will be forgiven as he died while defending his motherland. His preceding desire is for all present and future generations to think that his heart is reconciled to the good of his country with no evil intentions hidden, but a lively mind in the afterlife which will project the fondest thoughts given by England. He is passing on all the dreams and thoughts that England taught him onto the next generation of soldier; so that he can fight with as much heart and honor as he did.The sights and sounds that are experienced by the poet in his y ounger days and the boyhood dreams that are as clear as the day, the laughter of youth from the circle of friends and that gentleness of heart, whose soul will rest in peace under an English heaven. The soldier finds rest and peace at last in heaven, but heaven has been transformed by the thoughts and memories that the soldier has given to God. This heaven is now â€Å"an English heaven†: the connection with England will remain forever unbroken. The sonnet’s turn from an idyllic or idealized vision of England to the idea of a transcendent and literally heavenly England is complete.These final lines are showing the happiness that England has given him. As he fought for England he will forever be at peace in an English heaven with only good thoughts and laughter in his heart. The poet indicates himself by the word â€Å"a richer dust†. He says that the richness of the foreign land where he will die will be enriched by the fertility of an English body of a passiona tely patriotic soul. This poem deals with the death and accomplishments of a soldier. The author dedicates the poem to death and love.

Manifest Design, By Thomas R. Hietala - 1128 Words

Manifest Design delivers a detailed history of America’s struggle to make Texas a territory of the United States and furthermore what to do with it once it becomes a state. Thomas R. Hietala’s, Manifest Design, is set in the 1840s, explaining America’s idea of Manifest Destiny and how that effected American commerce, territory, policy and etc. Though America struggled with gaining territory in the west Hietala’s arguments mainly focus on the debate to annex Texas. Expanding U.S. territories during the 1840s was driven by Americas desire not only to acquire more land but also for ports, markets and more secure boundaries (Hietala 6). Many believed that it was not necessary to bring Texas into the Union and to make it officially apart of the United States. John Tyler, Green and Senator Calhoun played an important role in forming public opinion in regard to the â€Å"Texas† debate. He believed Britain was scheming to abolish slavery in Texas; thereby damaging the U.S. economy (Hietala 19). In the 1840s the United States produced sugar and cotton more cheaply than India, which at the time was British territory. If Britain were to effectively abolish slavery in Texas it would once again become an economic powerhouse. It would â€Å"transfer the production of cotton, rice and sugar . . . to colonial possession† effectively monopolizing the economy (Hietala 23). Although the U.S. economy and the possibility of British economic Monopoly was a concern to the people of the United States thereShow MoreRelatedManifest Destiny the Mexican-American War Essay2187 Words   |  9 PagesDiscuss the motivations from both sides for the Mexican-American war of 1846-1848? Was Manifest Destiny the driving factor or was it something else? The Mexican-American war fought between 1846 and 1848 remains a topic of much contention amongst modern historians. Differing accounts and conclusions of the war are often presented and one must remain pragmatic when analysing both primary and secondary sources regarding the war. There is a clear time line of events that led to the outbreak of