Category: San Jose State Ethical & Professional Responsibilities of an Engineer Paper

ELEMENTS OF INTERCULTURAL COMMUNICATION : TOPIC: Cultural Communication Practices Paper Rough Draft Based on your proposal from Topic 3 and any feedback you may have received, write a 1,000-1,250-word paper that connects specific cultural communication patterns or practices to the history, values, and beliefs of that culture. You should focus on a culture of which you are not a member (e.g., you would not research GCU cultural communication patterns because you are a member of the GCU community). Your paper should integrate five reputable and authoritative sources. The following journal article titles illustrate the variety of patterns or practices that your paper could address: · The Gift and the Common Good: A Chinese and Business Ethics Perspective · Acculturative Family Distancing and Depressive Symptoms Among Latinas: The Role of Intergenerational Cultural Conflict. · Engaging Malaysia: A Grassroots Approach to Inter/Intra-Religious Communication · Impact of Romantic Facebook “Crush Pages” on the Egyptian Youth · The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar” This is not an all-inclusive list and you are free to pick any pattern or practice in collaboration with your instructor. Notice that each of these articles addresses a communication issue and links it to cultural distinctiveness. The focus of your paper is to present research on the history, beliefs, and values of a cultural group and give examples of communication patterns or practices that are influenced by these histories, beliefs, and/or values. Prepare this assignment according to the guidelines found in the APA Style Guide. You are required to submit this assignment to LopesWrite.  STUDY MATERIALS Read Chapters 8 through 11 in Effective Intercultural Communication: A Christian Perspective. Read “What, When, Where, Why and How: Know the Specifics of Your Communication,” by Iyengar, from Vidwat: The Indian Journal of Management (2012). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=78382377&site=ehost-live&scope=site  Read “Doing Business Abroad? Simple Faux Pas Can Sink You,” by Gary, from USA Today (2007). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=nfh&AN=J0E080603657907&site=ehost-live&scope=site Read “Face to Face” by LaCour in OD Practitioner (2016). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=116584658&site=ehost-live&scope=site  Read “Getting to Sí, Ja, Oui, Hai, and Da” by Meyer in Harvard Business Review (2015). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=111098795&site=ehost-live&scope=site  Read “The Importance of Non-Verbal Communication” by Phutela in IUP Journal of Soft Skills (2015). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=112375386&site=ehost-live&scope=site Explore “Compare Countries,” from Hofstede Insights. URL:https://www.hofstede-insights.com/product/compare-countries/  Read “Non-Verbal Communication in Hospitality: At the Intersection of Religion and Gender,” by Islam & Kirillova, from  International Journal of Hospitality Management  (2020). URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0278431919300465  Read “Emoticons and Non-Verbal Communications Across Arabic, English, and Korean Tweets,” by Park & Mimouni, from Global Knowledge, Memory, and Communication (2020). URL:https://doi-org.lopes.idm.oclc.org/10.1108/GKMC-02-2020-0021 Read “Nonverbal Communication in Text-Based, Asynchronous Online Education,” by Al Tawil, from International Review of Research in Open and Distributed Learning  (2019). URL:https://doi.org/10.19173/irrodl.v20i1.3705 Read “Learning Pakistani Culture Through the Namaz Emoji,” by Sadiq & Shahida, from iCoMET (2019). URL:https://doi-org.lopes.idm.oclc.org/10.1109/ICOMET.2019.8673479

TOPIC: Cultural Communication Practices Paper Rough Draft
Based on your proposal from Topic 3 and any feedback you may have received, write a 1,000-1,250-word paper that connects specific cultural communication patterns or practices to the history, values, and beliefs of that culture. You should focus on a culture of which you are not a member (e.g., you would not research GCU cultural communication patterns because you are a member of the GCU community). Your paper should integrate five reputable and authoritative sources.
The following journal article titles illustrate the variety of patterns or practices that your paper could address:
· The Gift and the Common Good: A Chinese and Business Ethics Perspective
· Acculturative Family Distancing and Depressive Symptoms Among Latinas: The Role of Intergenerational Cultural Conflict.
· Engaging Malaysia: A Grassroots Approach to Inter/Intra-Religious Communication
· Impact of Romantic Facebook “Crush Pages” on the Egyptian Youth
· The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar”
This is not an all-inclusive list and you are free to pick any pattern or practice in collaboration with your instructor. Notice that each of these articles addresses a communication issue and links it to cultural distinctiveness. The focus of your paper is to present research on the history, beliefs, and values of a cultural group and give examples of communication patterns or practices that are influenced by these histories, beliefs, and/or values.
Prepare this assignment according to the guidelines found in the APA Style Guide.
You are required to submit this assignment to LopesWrite. 
STUDY MATERIALS
Read Chapters 8 through 11 in Effective Intercultural Communication: A Christian Perspective.
Read “What, When, Where, Why and How: Know the Specifics of Your Communication,” by Iyengar, from Vidwat: The Indian Journal of Management (2012).
URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=78382377&site=ehost-live&scope=site
 Read “Doing Business Abroad? Simple Faux Pas Can Sink You,” by Gary, from USA Today (2007).
URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=nfh&AN=J0E080603657907&site=ehost-live&scope=site
Read “Face to Face” by LaCour in OD Practitioner (2016).
URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=116584658&site=ehost-live&scope=site
 Read “Getting to Sí, Ja, Oui, Hai, and Da” by Meyer in Harvard Business Review (2015).
URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=111098795&site=ehost-live&scope=site
 Read “The Importance of Non-Verbal Communication” by Phutela in IUP Journal of Soft Skills (2015).
URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=112375386&site=ehost-live&scope=site

Explore “Compare Countries,” from Hofstede Insights.
URL:https://www.hofstede-insights.com/product/compare-countries/
 Read “Non-Verbal Communication in Hospitality: At the Intersection of Religion and Gender,” by Islam & Kirillova, from  International Journal of Hospitality Management  (2020).
URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0278431919300465
 Read “Emoticons and Non-Verbal Communications Across Arabic, English, and Korean Tweets,” by Park & Mimouni, from Global Knowledge, Memory, and Communication (2020).
URL:https://doi-org.lopes.idm.oclc.org/10.1108/GKMC-02-2020-0021
Read “Nonverbal Communication in Text-Based, Asynchronous Online Education,” by Al Tawil, from International Review of Research in Open and Distributed Learning  (2019).
URL:https://doi.org/10.19173/irrodl.v20i1.3705
Read “Learning Pakistani Culture Through the Namaz Emoji,” by Sadiq & Shahida, from iCoMET (2019).
URL:https://doi-org.lopes.idm.oclc.org/10.1109/ICOMET.2019.8673479

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Paper #2 : 5-6 pages Format: Double-spaced, 1-inch margins, numbered pages, 12-point (Times New Roman, Arial, or Garamond) font. Please refer to formatting sheet. *Title centered over text *Stapled *Works Cited page Objective: This assignment involves working with a text and its criticism, using the latter to help enhance your textual/conceptual argument in a relevant and clear manner. Essentially, you will use at least two critical articles on Hemingway’s The Sun Also Rises in order to enhance a conceptual examination of the text. From the given topics (or one of your own choosing), you will have to find articles which pertain to the concept you wish to focus on as well as cite, paraphrase, and inject your chosen articles into the paper itself. You may use one or more from the assigned articles (from below) but must choose at least one additional article from your own research. Think of the secondary sources as a tool with which to help you build and strengthen your thesis, one which will ultimately guide your interaction with the text. Assessment will be based on how well you connect the ideas in the article with those in your paper and use both to create a clear and strengthened thesis. This is not a critique of the articles- the articles support your thesis. Texts: -The Sun Also Rises, Ernest Hemingway (primary) -“Reading Around Jake’s narration: Brett Ashley and The Sun Also Rises,” Lori Watkins Fulton (secondary) -“Cafés and Food: Allusions to the Great War in The Sun Also Rises, William Adair (secondary) -“Yes, That is a Roll of Bills in My Pocket: The Economy of masculinity in The Sun Also Rises,” Jacob Michael Leland (secondary) -Other secondary readings  Choose 1 topic: Paper #2 Sample topics 1. Consider the role of money throughout the text. Look at the discourse which surrounds the characters’ finances; the way they use their money and the way they talk about wealth, debt, and spend throughout. Consider how their use of money and money in general plays into the larger concepts of the text, e. g. masculinity, class, expatriation. 2. Analyze masculinity within the text. Consider Jake’s characterization—his war wound, his relations with Brett and other women, his use of money, his passion for bullfighting, and leisure activities—instances of male bonding and sportsmanship, male-female contrasts and interactions. Think also about money, sex, bullfight/boxing/street fighting,  drinking, etc. and how they play into the text’s notion of what it is to be a man. You can also explore his relationships with other men- what does he admire, or resent about others’ masculinity? 3. Analyze the text within the context of expatriation. What sort of character traits, habits, lifestyles, etc. make up this characterization? Consider them in contrast to those who live within their home country. How might the expatriate presence affect the events, perspectives, etc. of the text? 4. Discuss the role of women in text, focusing specifically on the characterization of Brett Ashley in her relationship with Jake. How is Brett portrayed as a woman? Think about her interactions with men. How does she treat them/how is she treated by them? What is significant about her relationship with Jake? What does that tell us about her/him? 5. Consider the significance of bullfighting and bullfighters in the novel. How are they discussed, described and treated throughout the text? What do Hemingway’s descriptions and portrayals of the bullfights and the fighters themselves say about masculinity and humanity? Consider the various comparisons between bulls, steers, and the novel’s characters. What or who might these animals symbolize? Why might this be significant? Look at specific characters as well as specific events. 6. Analyze the presence of alcohol within the text. Looking at the various instances of social consumption, drunkenness, and out-right belligerence, discuss the role of alcohol as a social agent, self-medication, and a way of detaching oneself from concerns of reality. What do the frequency, amount, and level of consumption say about the characters at hand or their generation as a whole? How does class play into their somewhat reckless and immature use of alcohol? Do their irresponsible drinking habits reflect something greater or deeper about their own personalities/lives? Also, consider when characters do not drink. 7. Consider the significance of the war as a backdrop for the characters’ lives. Think about who was in the war, who was not in the war, what types of injuries—both psychological and physical—that resulted from the war, and what type of effect this has on the characters/events as a whole. 8. Examine the significance of the “Lost Generation” in the text. Consider what makes someone apart of or not a part of this grouping. How does this concept play into the text’s overall conceptual framework? Think about notions such as drinking, memory, “payment,” the war, scars/injuries, etc. in order to garner an idea of what role this concept plays in the text. Other topics could address the concept of friendship; the importance or symbolism of placedoes where they are affect what or who they are or how they act, or do they choose a place to fit their needs? Also, topics can, and most likely will overlap in your discussions.

5-6 pages Format: Double-spaced, 1-inch margins, numbered pages, 12-point (Times New Roman, Arial, or Garamond) font. Please refer to formatting sheet. *Title centered over text *Stapled *Works Cited page Objective: This assignment involves working with a text and its criticism, using the latter to help enhance your textual/conceptual argument in a relevant and clear manner. Essentially, you will use at least two critical articles on Hemingway’s The Sun Also Rises in order to enhance a conceptual examination of the text. From the given topics (or one of your own choosing), you will have to find articles which pertain to the concept you wish to focus on as well as cite, paraphrase, and inject your chosen articles into the paper itself. You may use one or more from the assigned articles (from below) but must choose at least one additional article from your own research. Think of the secondary sources as a tool with which to help you build and strengthen your thesis, one which will ultimately guide your interaction with the text. Assessment will be based on how well you connect the ideas in the article with those in your paper and use both to create a clear and strengthened thesis. This is not a critique of the articles- the articles support your thesis. Texts: -The Sun Also Rises, Ernest Hemingway (primary) -“Reading Around Jake’s narration: Brett Ashley and The Sun Also Rises,” Lori Watkins Fulton (secondary) -“Cafés and Food: Allusions to the Great War in The Sun Also Rises, William Adair (secondary) -“Yes, That is a Roll of Bills in My Pocket: The Economy of masculinity in The Sun Also Rises,” Jacob Michael Leland (secondary) -Other secondary readings  Choose 1 topic: Paper #2 Sample topics 1. Consider the role of money throughout the text. Look at the discourse which surrounds the characters’ finances; the way they use their money and the way they talk about wealth, debt, and spend throughout. Consider how their use of money and money in general plays into the larger concepts of the text, e. g. masculinity, class, expatriation. 2. Analyze masculinity within the text. Consider Jake’s characterization—his war wound, his relations with Brett and other women, his use of money, his passion for bullfighting, and leisure activities—instances of male bonding and sportsmanship, male-female contrasts and interactions. Think also about money, sex, bullfight/boxing/street fighting,  drinking, etc. and how they play into the text’s notion of what it is to be a man. You can also explore his relationships with other men- what does he admire, or resent about others’ masculinity? 3. Analyze the text within the context of expatriation. What sort of character traits, habits, lifestyles, etc. make up this characterization? Consider them in contrast to those who live within their home country. How might the expatriate presence affect the events, perspectives, etc. of the text? 4. Discuss the role of women in text, focusing specifically on the characterization of Brett Ashley in her relationship with Jake. How is Brett portrayed as a woman? Think about her interactions with men. How does she treat them/how is she treated by them? What is significant about her relationship with Jake? What does that tell us about her/him? 5. Consider the significance of bullfighting and bullfighters in the novel. How are they discussed, described and treated throughout the text? What do Hemingway’s descriptions and portrayals of the bullfights and the fighters themselves say about masculinity and humanity? Consider the various comparisons between bulls, steers, and the novel’s characters. What or who might these animals symbolize? Why might this be significant? Look at specific characters as well as specific events. 6. Analyze the presence of alcohol within the text. Looking at the various instances of social consumption, drunkenness, and out-right belligerence, discuss the role of alcohol as a social agent, self-medication, and a way of detaching oneself from concerns of reality. What do the frequency, amount, and level of consumption say about the characters at hand or their generation as a whole? How does class play into their somewhat reckless and immature use of alcohol? Do their irresponsible drinking habits reflect something greater or deeper about their own personalities/lives? Also, consider when characters do not drink. 7. Consider the significance of the war as a backdrop for the characters’ lives. Think about who was in the war, who was not in the war, what types of injuries—both psychological and physical—that resulted from the war, and what type of effect this has on the characters/events as a whole. 8. Examine the significance of the “Lost Generation” in the text. Consider what makes someone apart of or not a part of this grouping. How does this concept play into the text’s overall conceptual framework? Think about notions such as drinking, memory, “payment,” the war, scars/injuries, etc. in order to garner an idea of what role this concept plays in the text. Other topics could address the concept of friendship; the importance or symbolism of placedoes where they are affect what or who they are or how they act, or do they choose a place to fit their needs? Also, topics can, and most likely will overlap in your discussions.

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I’m trying to learn for my Film class and I’m stuck . Can you help?
Posts should be in full, grammatically correct sentences that create at least one solid response of at least 1200 words–make sure you include a word count . The word count does NOT include any headers or references section . All posts must be relevant to the assigned materials (although you may build upon previous knowledge from earlier weeks and include personal observations) . Start by answering the prompt, and then build upon the prompt to consider your own perspectives and experiences . You MUST attach photos and web links to support your position . Posts For this post, select one work of art (cinema, theatre, or dance) that has NOT been already analyzed or extensively discussed in the course readings or videos . . . part of the fun in learning about art is in DISCOVERING it! You are required to make one post to conduct both a formal and contextual analysis or your chosen work . Then, you will compare it to the work you selected in Module 1, the work you selected in Module 2, AND to any other work in Module 1 or Module 2 that was analyzed by another student in this class . This will give you FOUR works to discuss in this assignment One work of art you select from the mediums we discussed in this module (cinema, theatre, or dance) in which you conduct a formal and contextual analysis with social angles . You then compare the work you chose in this module (cinema, theatre, or dance) with the work you chose in module 1 (two-dimensional art or three-dimensional art) . This comparison will be a brief compare/contrast/ways of seeing between the two works . Next, compare the work you chose in this module (cinema, theatre, or dance) with the work you chose in module 2 (architecture, literature, or music) . This comparison will be a brief compare/contrast/ways of seeing between the two works . Last, you compare the work you chose in this module to any other work analyzed in module 1 or 2 by a peer . Again, this comparison will be a brief compare/contrast/ways of seeing between the two works . This process expands your skills of doing a contextual analysis by comparing works to each other . In a narrative format, the post should contain the following elements Define and Identify Brief information about the artist and work . For example, birth/death dates, place of birth or work, where work is displayed, name of work, medium of work, context for creation of work . Experience and Appreciation For example, where you found the work (website, another book, museum), what made you select the work, what about this work speaks to you . Observe and Analyze Use and underline three terms that were introduced in the module to observe/analyze your chosen work . Add any other relevant information to improve your paper . Critique and Compare Compare your work to the selections from Modules 1 and 2 and a peer’s . Consider the impact of the work on a particular social angle and/or the evolution of the media . Consider the impact of experiencing the work on your general outlook on the medium or appreciation of art . Apply Social Angles AND Context Identify at least one social angle from the list below that can be observed or analyzed as part of the work . Address how the social angle is connected to the work . Plus, a thorough contextual analysis of the historical, cultural, and social implications should be discussed . race and ethnicity,gender and sexuality,class and highbrow/low,colonialism, postcolonialism, place and regionalism,nature (environment, ecology) and culture,memory, history, generational identity,food culture, andbody and mindStudents will be expected to define, identify, and apply at least three terms (underline them so I can quickly find them) from the module in the post . Make sure to underline the terms so that I can quickly identify them . College-level writing and mechanics are expected; however, the purpose of this assignment is to move from experiencing art to analyzing art to evaluating art . Make sure to include a references section at the end of every post, even if you only cite the lecture video . All in-text citations and references should be in MLA . “
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