Different Approaches Of Completing Tasks English Language Essay

Different Approaches Of Completing Tasks English Language Essay Culture is the continuum within which all communication takes place. Communication needs a certain platform shared by the sender and the receiver. Culture is the platform which makes sharing of cultural codes, values, icons, and symbols possible and meaningful. The medium of communication is after all a system of cultural codes that the sender borrows to express his/her ideas. The receiver must understand these codes in terms of the culture from which they have been borrowed and it is only then that s/he would derive maximum sense from it. Culture plays a major role by adding significance to apparently arbitrary conventions. Cultural conventions determine the way we communicate, how we communicate and what we communicate. If the conventions are broken, communication suffers a disjunction and there is great scope for ambiguity. Familiarly with the cultural codes enhances communication skills and allows people in that cultural context to exchange massages that are clear and more complete. Different culture-specific cues are called cultural variables. These bring in the social and cultural variations in the way we talk, dress, and conduct business, or even how we conduct ourselves. Cross-cultural communication is a field of study that looks at how people from differing  cultural  backgrounds communicate, in similar and different ways among themselves, and how they Endeavour to  communicate  across cultures. UNDERSTANDING CULTURAL DIVERSITY Different cultural contexts bring new communication challenges to the workplace. Even when employees located in different locations or offices speak the same language there are some cultural differences. In such cases, an effective communication strategy begins with the understanding that the sender of the message and the receiver of the message are from different cultures and backgrounds. Fundamental Patterns  of Cultural Differences: Different Communication Styles Different Attitudes towards Conflict Different Approaches of Completing Tasks Different Decision-Making Styles Different Attitudes towards Disclosure Different Approaches to Knowing As I work for a multinational IT company and have been transferred to Japan for five years on a project- I have to gather information as to how to avoid problems of cross-cultural communication for my successful stay in Japan. There are several ways to become knowledgeable about the culture of Japan and one of them is through information available on the Internet. I would also like to read books on Japanese culture, etiquette, food habits and about verbal and non verbal communication. Some basic features of Japanese culture gathered from different sources: Harmony is the basic philosophy of the Japanese in family and business matters and in society as a whole.   They value politeness, personal responsibility and working together for the group and society, rather than the individual good.   In their view, working in harmony plays a pivotal role in working meaningfully and productively. As the Japanese strive are group dependent, they depend on facial expression, tone of voice and gesture to express them what someone feels. They usually rely on non-verbal messages more than the spoken words.  Frowning while someone is speaking is termed as a sign of disagreement.   Inhaling through clenched teeth, tilting the head, scratching the back of the head, and scratching the eyebrow are watched closely. Staring into another persons eyes, particularly that of a senior person, is held as disrespectful. In any social event, the elder persons are served first. Since Japanese think that turning down someones request results in embarrassment and loss of face to the other person, if the request is not agreeable, they will say, its inconvenient or its under consideration.   http://t0.gstatic.com/images?q=tbn:ANd9GcQYGN3m_u_JzIijBzN6FUnryOIscnrvgKeifwp_a9md3z4glIm1 Knowing these key Japanese customs, Ill get closer to the locals and representatives of different business groups of Japan: 1. Addressing someone with due respect: For visitors like me a simple inclination of the head or an attempt at a bow at the waist would be a gesture of respect. 2. Manners while on dining table: If I am in a dinner party and receive drinks, I must wait before raising the glass to my lips. After everyone is served, and someone takes the lead, I must raise my drink, and say, kampai! (Cheers!). When I receive a wet cloth at Japanese restaurants, which is a common practice, I must use this to wash my hands before eating. Slurping noodles or making loud noises while eating is acceptable and reflects that the food is delicious. 3. No Tips Please: To tip someone in any situation is frowned upon as it is termed as insulting. 4. Chopsticks: One must learn to use chopsticks for taking lunch or dinner. 5. Visiting Homes and Houses: One has to take off ones shoes at the entrance to any home, and most businesses and hotels. Usually a rack is provided for keeping shoes. 6. Masks: Sterilized masks are generally used by salary men, office ladies, and municipal workers to protect other people from their germs. 7. Conformity: Drawing attention to oneself is a taboo. One must not blow ones nose in public, avoid eating while on the go and speak on mobile phone in crowded public areas. 8. Speaking English: Japanese generally assume the foreign visitor as a native English speaker until one proves otherwise. Although one may speak some or fluent Japanese, the default language of choice is English. Many Japanese still insist on using their own English language ability, however limited, to converse with foreign visitors. 9. Safety: Japanese generally warn tourists to be safe in their travels, to take care of their belongings. However, advise not to worry, nothing can go wrong, nothing will be stolen. APPEARANCE CODE One must dress to impress. For men, they must wear dark conservative attire. Business suits are most suitable. Shoes should be easy to remove, as one will be expected to do so quite often. One must avoid using large hand gestures, unusual facial expressions and any unusual movements. OK sign should be avoided; in Japan it means money. Pointing in not acceptable. One must not blow ones nose in public. Personal space is valued. A smile can have double meaning. It can express either joy or displeasure. The Japanese are not uncomfortable with silence. http://t2.gstatic.com/images?q=tbn:ANd9GcSR_EtxFTFJt0dtqajoy3IXY5N66m0sqhI8fmVqOgvF3VEZSSTDo755q_J1 BEHAVIOUR CODE Drinking is an integral part of Japanese culture. It is a way to relieve business stress. One must never pour a drink oneself, allow someone else to do it. Generally most business entertaining is done in restaurants or bars after business hours. Let the host order the meal and pay. Japanese generally refrain from entertaining in the home. If one is invited to the home of Japanese host, he should consider it a great honour and express gratitude. If one has to take ones host out, he must insist upon paying. It is generally acceptable to slurp ones noodles as it shows the food was delicious. Japanese term number 14 as bad luck, because in Japanese it sounds like the word hush-hush, pronounced like the word for death. Both business and personal gifts are happily accepted. But the gifts must be wrapped and should be given and accepted with both hands. Gifts should be given at the end of a visit. http://t2.gstatic.com/images?q=tbn:ANd9GcQfkdiWB0n9HpIMdoYngLmbYubELFaKHkAkSiR00A3gFU1RCyAh THERE ARE 10 STRATEGIES THAT HELPS IN MAKING CROSS-CULTURAL COMMUNICATIONAL EFFECTIVE http://www.nynj-phtc.org/images/top10-400-white.jpg JAPAN RELIGION http://t1.gstatic.com/images?q=tbn:ANd9GcSP88Ii63ne9lM-6jI2gkVzEpMCM1Gyx7ktQcOJd43yRZlfP07W http://t1.gstatic.com/images?q=tbn:ANd9GcQmU1Hs97UlNqQ91YB6J20CpUUBNREzQ6kT26yD2-ptS7tpH_H3

Theoretical conceptual framework of the organizational structures of the elementary classroom

Chapter Two: Reappraisal of LiteratureThe reappraisal of literature is organized into five countries. The first country explores the theoretical/conceptual model of the organisational constructions of the simple schoolroom. The traditional, self-contained, schoolroom along with the different types of departmentalized instructional agreements. The 2nd country, pupil accomplishment findings in different types of organisational constructions are highlighted in a chronological mode. The 3rd and 4th countries look into reading and mathematics accomplishment at the simple school degree. Finally, the 5th country summarizes the reappraisal of literature findings. Theoretical/Conceptual ModelThroughout much of the twentieth century, simple school construction has been debated by pedagogues and decision makers ( McGrath & A ; Rust, 2002 ) in relationship to both pupil acquisition ( bettering both reading and math ) and teacher efficiency. From the early 1900s to 1930 there was a turning involvement in departmentalization, and during these old ages it was on the addition ; from 1930 to 1940 there was changeless argument between those who favored the self-contained schoolroom and those who favored the departmentalization construction, with each side claiming advantages to each ; between 1940 and 1949 more schools and territories were reported as giving up on the departmentalization facet than following it ; so in the decennary from 1950 to 1959, departmentalization was increasing once more, largely in the intermediate classs and junior high schools ( Lobdell & A ; Van Ness, 1963 ) . Throughout the balance of the twentieth century there was still a batch of argument but a bulk of the self-contained schoolrooms were used in the simple schools and the departmentalized attack was being used in the junior high and high schools. Today, there is some departmentalization go oning in the primary classs, but non a great trade.Traditional Classroom StructureThe self-contained schoolroom is the most common simple school organisation used today ; Ackerlund ( 1959 ) felt that although self-contained maintains a better student-teacher relationship, it is hard for the instructor to be knowing and prepared to learn all topics.Departmentalized Classroom StructureAcross the United States departmentalization has been implemented in a assortment of ways. The American Association of School Administrators ( 1965 ) reported on a countrywide study that was conducted by the Educational Research Service. The intent of the study was to detect how many schools were implementing departmentalization, what fluctuation of departmentalization they used, and allowed the responding schools to explicate any advantages and disadvantages about departmentalization pertaining to pupils, instructors, and parents. The consequences confirmed that there were many simple schools that used a fluctuation of departmentalization. This study concluded that many schools throughout the United States have tried departmentalization, and some schools continued to utilize it due to its success. The consequences of the study concluded that departmentalization can be successful for pupils and instructors when implemented to suit the demands of the school. Student Achievement FindingssIn the yesteryear, a limited figure of empirical surveies and research studies have attempted to find the relationship between schoolroom organisational constructions and pupil accomplishment. Specifically, the literature has attempted to turn to whether or non a relationship exists between two outstanding types of schoolroom organisations ( i.e. , self-contained schoolrooms and departmentalized schoolrooms ) and student accomplishment ( reading and math ) within those constructions. Harris ‘s ( 1996 ) survey was on departmentalization and self-contained schoolrooms affect on sixth grade pupils reading accomplishment. In this survey 107 Chicago pupils were sampled in two groups. One group consisted of pupils larning reading in a departmentalized schoolroom construction and another group in a self-contained schoolroom construction. The reading comprehension was measured by the Basic Skills IOWA trial. The consequences were that self-contained pupils scored higher than departmentalized pupils significantly. Harris believed that this may be merely because 6th grade pupils may be excessively immature to set to the new modus operandi and do non necessitate changeless alteration. The undermentioned theory about departmentalization was studied by McGrath and Rust ( 2002 ) , when a school is departmentalized there will be both a lessening in academic accomplishment and a loss of instructional proceedingss, due to passages between categories. The topics of the survey were 197 fifth and 6th class pupils from a rural school territory in Tennessee. All pupils attended self-contained categories until 4th class. School A was departmentalized in fifth and 6th class and School B was departmentalized in 6th class. Academic accomplishment was measured utilizing the norm referenced Tennessee Comprehensive Assessment Program ( TCAP ) . The information for passage clip was by direct observation in the schoolrooms for two full yearss. The survey revealed that self-contained pupils performed better in linguistic communication and scientific discipline for both 5th and 6th classs. There was really small difference found in reading, math, and societal surveies. Trial consequenc es showed that all groups had shown betterment from the old appraisal. The information for passage clip determined that passages were more efficient in self-contained categories, but instructional proceedingss per category were non significantly different. The writer felt that self-contained categories performed higher academically. Reading AccomplishmentReading accomplishment in the province of Florida has been steadily increasing over the last decennary. Harmonizing to the 2007 National Assessment of Education Programs ( NAEP ) report the figure of 4th graders who score at or above the adept degree raised from 21 % in 1992 to 34 % in 2007. Eight class pupils in the province have shown an addition from 23 % of the pupils making at the proficiency degree in 1992 to 28 % in 2007. As portion of the pupil appraisal and school answerability plans of the Florida Department of Education ( FDOE ) , FCAT appraisals are designed to mensurate pupil accomplishment in specific reading content, as described by the Sunshine State Standards ( SSS ) ( FDOE, 1996 ) . Literacy is defined as â€Å" the ability to read and compose information to map in society. † Bing literate is critical for life-long success in about all enterprises. There is concern in our state about the reading accomplishment degrees of pupils of all ages and class degrees. Millions of pupils attend public schools in hopes of having a quality instruction ; nevertheless, for many pupils this dream will ne'er go a world. In today ‘s schools, excessively many kids struggle with larning to read. As many instructors and parents will corroborate, reading failure has exacted a immense long-run effect for kids ‘s assurance to larn to read ( NRP 2002 ) . Mathematicss AchievementMathematicss accomplishment in the province of Florida has besides been steadily increasing over the last decennary. Harmonizing to the 2009 National Assessment of Education Programs ( NAEP ) report the figure of 4th graders who score at or above the adept degree raised from 52 % in 1992 to 86 % in 2009. Eight class pupils in the province have shown an addition from 49 % of the pupils making at the proficiency degree in 1992 to 70 % in 2009. As stated before, FCAT appraisals are besides designed to mensurate pupil accomplishment in specific math content, as described by the Sunshine State Standards ( SSS ) ( FDOE, 1996 ) . DrumheadAckerlund, G. ( 1959 ) . Some teacher positions on the self-contained schoolroom. In B. O. Smith & A ; M. P. Franklin ( Eds. ) , School organisation: Theory and pattern ( pp. 199-202 ) . Chicago: Rand McNally & A ; Company. American Association of School Administrators. ( 1965 ) . Departmentalization in simple schools. Washington, DC: Writer. Retrieved from hypertext transfer protocol: //www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/33/d1/35.pdf Florida Department of Education ( 1996 ) . Sunshine State Standards. Retrieved from hypertext transfer protocol: //www.fldoe.org/bii/curriculum/sss/ Harris, M. ( 1996 ) . The consequence of departmentalization on the reading accomplishment of 6th grade pupils. Retrieved from hypertext transfer protocol: //www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/85/4e.pdf Lobdell, L. O. & A ; Van Ness, W. J. ( 1963 ) . The self-contained schoolroom in the simple school. The Elementary School Journal, 63 ( 4 ) , 212-217. Retrieved from hypertext transfer protocol: //www.jstor.org/stable/999836 McGrath, C. , & A ; Rust, J. ( 2002 ) . Academic accomplishment and between-class passage clip for self-contained and departmental upper-elementary categories. Journal of Instructional Psychology, 29 ( 1 ) , 40. Retrieved from hypertext transfer protocol: //web.ebscohost.com.ezproxy.liberty.edu:2048/ehost/pdf? vid=4 & A ; hid=105 & A ; sid=9f145265-747a-4c38-893a-1fbebc6b49a6 % 40sessionmgr113 National Reading Panel. ( 2003, November ) . Teaching kids to read. Retrieved from hypertext transfer protocol: //www.nationalreadingpanel.org U.S. Department of Education, Institute of Education Sciences. ( 2007 ) . The states study card ; reading 2007. Retrieved from National Center for Education Statistics Website: hypertext transfer protocol: //nces.ed.gov/ hypertext transfer protocol: //nationsreportcard.gov/ U.S. Department of Education, Institute of Education Sciences. ( 2009 ) . The states study card ; mathematics 2009. Retrieved from National Center for Education Statistics Website: hypertext transfer protocol: //nces.ed.gov/ hypertext transfer protocol: //nationsreportcard.gov/

Cyber Software, Inc. - 1503 Words

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The Veil Marjanes Journey to Individuality Essay

A veil is an article of clothing that is intended to cover some part of the head, face, or physical feature that may hold some significance. It is especially associated with women and sacred objects. Not only does it conceal a person’s physical appearance, but it contributes to stifling one’s individuality. In Marjane Satrapi’s graphic novel Persepolis, Marjane, the main character, lives in Iran and is required, by fear of punishment, to wear a veil that only leaves her face uncovered. The veil becomes an important symbol and throughout the novel, the reader can see the lasting impact the veil has on Satrapi. It begins as something foreign and detestable to young Marjane; a simple piece of clothing that deprived her of her free will,†¦show more content†¦It is interesting to note that Satrapi made the veiled women all have similar complacent expressions and as such was indistinguishable from one another. However, she gave each unveiled woman features, such as their hair and eye or nose shape; showing that all Iranian women are unique. (Add more) Ultimately, Satrapi’s images of the indistinguishable characters accentuate the perception of a western reader to see the Veil as quite oppressive. In America, young teenagers live in a society where clothing and hair is meant to define and express themselves. It is normal for a 17 year old girl to curl her hair and go on a date with her boyfriend. However, in Iran, this is not the case, and as evident in Persepolis, woman are restricted to show her hair or publically show affection to any man who is not her husband. This restriction is something that not many people, especially in predominantly Christian societies are accustomed to. On page 74, Taji, Marjanes mother warns her daughter by explaining one of her experiences, They insulted me. They said that women like me should be pushed up against a wall and fucked. And then thrown in the garbage. ...And that if I didnt want t hat to happen, I should wear the veil...† Indeed, Marjane had always been deprived of her individuality, not only as a woman, but as a person. Being a woman in Iran meant Marjane was never able to fully express herself, not only by notShow MoreRelatedCommunity Created in Night and Persepolis through Marginalization and Ethos1455 Words   |  6 Pagesabsolutely terrifying. In Persepolis: The Story of a Childhood, Marjane Satrapi narrates her childhood in Iran during the Islamic Revolution and illustrates the devastating effects it had on her life. Similarly, Elie Wiesel narrates his horrifying journey as a Jew who endured the unimaginable cruelty of the Holocaust in his novel: Night. Although these memoirs are narrated in different time periods and locations, the authors are both marginalized because of their race and must battle traditional group