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1. The Globe Please check to see if the Image(s) you are being asked to review has a title. If there is a title, then I expect you to click on the title and read the corresponding document about the image and phrase your answer in a way that demonstrates your comprehension of this document as it relates to the theory in the text. Go to The Globe. Locate Mongolia (in Asia).

Take a look at the photographs. Based upon the typical dwelling known as a ger (photos 14 and 15), would you say that this culture is individualistic or collective? Define what the text says the difference is between individualism and collectivism.

2. Movie Clip You just viewed a scene from the film "Mosquito Coast" starring Harrison Ford. Ford and his family give up the comforts of the American lifestyle and build an agricultural community with indigenous people. Every so often, Ford makes a trip to the city for supplies. He has just brought fabric back for his wife. In this scene, one of the indigenous persons sees her making clothes for the children and simply says, "I sure do like this color". This statement ("I sure do like this color") is related to which component of Hall's theory? Explain Summarize Hall’s Theory. List and explain the components of Hall’s Theory.

3. Japan It was graduation day, and the school auditorium was filled with mothers in kimonos dabbing away tears, their husbands snoozing beside them. Keiko Yoshida was on stage accepting a pile of high school diplomas from the principal on behalf of herself and the 41 other girls of Koto Girls High School's 3-1 class, who stood watching from the floor. Keiko carefully descended the stage stairs, put the diplomas on a table, and found her seat. All 42 students then sat in unison. They had just graduated. As I watched one representative from each of the four graduating classes go up to the stage and accept her classmates' diplomas, I grew increasingly disillusioned at the lack of individual recognition. In some respects, Japan and America are like jungle and ocean; there are different rules of existence in each environment. "Many Westerners see Japanese group dependency as weak and conformist," said my friend and fellow English teacher. Mr. Shibuya, when I took up the issue with him later. "And many Japanese see Western individualism as weak and egotistical." He was right. I had been taught that independence equals strength and that dependency equals weakness. Shibuya had learned that individuality equals weakness and strength is found in modesty& Keiko had not even wanted to be on that stage. She was elected to accept the diplomas by a class vote. When I asked one of Keiko's classmates why she and her classmates were so unwilling to serve as class representative, she said that 3-1 was the strongest class at school and that she was happy graduating as part of it, without the onus of being the one seen on stage. When I told Shibuya that at my high school graduation, each student accepted a diploma individually, he smiled and said, "Maybe many parents will sleep. Why does every student need to stick out?" Relate what Hofstede says about Individualism and Groups to this scenario. Relate what Hall says about Individualism and Groups to this scenario.

4. Tales from Thailand Essay Relate Hofstede's Value Orientation theory to the essay. Give an example from the essay that is representative of Time Orientation. Summarize what the text says about Time Orientation.

5. South America Essay Summarize what the text says Face Needs are according to the text. What Types of Face Needs are the indigenous people looking for from the United Nations and the countries in which they live? What part of the essay lead you to this conclusion?

6. The Globe Please check to see if the Image(s) you are being asked to review has a title. If there is a title, then I expect you to click on the title and read the corresponding document about the image and phrase your answer in a way that demonstrates your comprehension of this document as it relates to the theory in the text. Go to The Globe. Locate the countries of Laos (Asia) and Greece (Europe).

Take a look at the various customs for each country. How do their customs of Socializing differ? Relate what the text says about Cultural Variations in Interpersonal Relationships to these countries. Explain the different customs in each country based on the Globe info. Summarize what the texts say about Cultural Variations in Interpersonal Relationships.

7. Rwanda Essay Give an example of a social role from the essay. Summarize what a social role is. Why is this a social role?

8. Korea Korean interpersonal relationships operate on the principle of harmony. Maintaining a peaceful, comfortable atmosphere is more important that attaining immediate goals or telling the absolute truth. Koreans believe that to accomplish something while causing unhappiness or discomfort to individuals, is to accomplish nothing at all. If relationships are not kept harmonious, it is difficult, if not impossible to work toward any goal. All cultures value how its members feel emotionally, but few cultures value as much as Koreans do. To Koreans, to put greater emphasis on efficiency, honesty, or some other form of moral integrity is to be cold and unfeeling. Relate this to what the text says about Handling Differences in Intercultural Relationships. Summarize what the text says about Handling Differences in Intercultural relationships.

9. China In China, once you began to "see" a person, you were locked in, to the exclusion of all others of the opposite sex. There were no degrees of involvement. Everyone knew that you were a couple, and that was a clear signal to all others. As a woman tied to a man in Shanghai, I was safe from the advances of others. Most women married the first person they dated, just as my mother had done, and as all my siblings eventually would. A female considered paired would be viewed as a loose woman if she developed friendships with other men. Even those who broke up with their boyfriends were looked down upon by friends and family if they dated again right away. It was a holdover from feudal society, when a woman whose husband died was expected to remain single all her life, regardless her age. France A friendly American is not necessarily an American friend. Though an American may be willing to have long, intimate conversations with a stranger, that doesn't mean a dinner invitation is forthcoming. India Remember asking a twenty-year-old student in economics at Delhi University& if she loved the childhood friend her parents had decide she should marry. "That's a very difficult question," she answered. "I don't know. This whole concept of love is very alien to us. We're more practical. I don't see stars, I don't hear little bells. But he's a very nice guy, and I think I'm going to enjoy spending my life with him. Is that love?" she shrugged. Relate the Cultural Variations in Interpersonal Relations to these three scenarios. Specifically, what issues do you see? Summarize what the text says about Interpersonal Relationships.

10. Movie Clip You have just viewed a scene from "The Last Samurai" starring Tom Cruise. Tom Cruise's character (Nathan Algren) is a captain in the US army in 1876. He is asked to go to Japan and train Japanese soldiers to use modern weapons. His poorly trained regiment is defeated by the superior fighting skills of the samurai. In this particular scene, as is tradition, the defeated general (who is disgraced due to his defeat) is to take his own life. Explain how this notion of hara-kiri (suicide as a means of self-sacrifice) is related to what your text says about The Maintenance of Face in Interpersonal Relationships. Summarize what the text says about The Maintenance of Face.

Paper For Above instruction

The given assignment encompasses a comprehensive analysis of intercultural understanding through various scenarios, images, films, and textual references. The key tasks involve identifying the cultural values reflected in images and texts, understanding theories of individualism versus collectivism, analyzing intercultural communication components, and exploring cultural customs and social roles across different societies. The analysis requires critical engagement with theoretical frameworks such as Hall's intercultural communication theory and Hofstede's cultural dimensions, alongside real-world examples from countries like Mongolia, Japan, Thailand, South America, Laos, Greece, Rwanda, Korea, China, France, and India. The purpose is to demonstrate depth of understanding concerning intercultural differences, social behaviors, face needs, and conflict management in cross-cultural contexts.

Introduction

Intercultural communication studies aim to understand how cultural differences influence interpersonal behaviors, communication styles, and social roles. Recognizing variations such as individualism versus collectivism, time orientation, face needs, and social customs is vital for effective intercultural interactions. This paper explores these themes through various examples, applying prominent theoretical models to interpret behaviors and social norms across different cultures.

Analysis of Cultural Dimensions and Theories

The analysis begins with examining the Mongolian culture, particularly the dwelling known as a ger, to infer whether Mongolian society leans towards individualism or collectivism. Given the collective nature of nomadic lifestyles centered around community survival and shared spaces, it is evident that Mongolian culture emphasizes collectivism. According to Hofstede’s cultural dimensions, collectivist societies prioritize group harmony, family ties, and social cohesion over individual achievement (Hofstede, 2001). Therefore, the ger symbolizes an environment where community and interdependence are paramount.

Next, the scene from "Mosquito Coast" exemplifies Hall's intercultural communication theory, particularly the component of context. Hall's theory distinguishes between high-context and low-context cultures, where high-context cultures rely heavily on implicit communication and shared understanding. The indigenous person's statement, "I sure do like this color," reflects an appreciation rooted in subtler, culturally embedded cues rather than explicit content. Hall’s contextual dimension explains how indigenous cultures often communicate indirectly, emphasizing social harmony over explicit expression (Hall, 1976).

Educational and Cultural Norms in Japan

The Japanese graduation scene highlights the collectivist orientation and group conformity typical of Japanese society, aligning with Hofstede’s concept of collectivism, where group harmony and cohesion are valued over individual recognition (Hofstede, 2001). The reluctance of students to stand out and accept individual recognition exemplifies cultural preferences to maintain group harmony and avoid standing out. Hall's theory further elaborates on the importance of context in Japan, where social roles are clearly defined, and communication tends to be indirect, emphasizing modesty and group cohesion over individual achievement (Hall, 1976).

Relating Cultural Orientations to Time and Status

The Thai narrative illustrates Hofstede's dimension of time orientation, particularly long-term vs. short-term orientation. The emphasis on practicality over romantic notions of love reflects a pragmatic, future-oriented mindset characteristic of long-term oriented cultures. The focus on enduring relationships and practicality over emotional expression aligns with Hofstede’s description of cultures that value persistence, thrift, and adapting to future needs (Hofstede, 2001).

Face Needs and Indigenous Representation

In South America, indigenous communities seek face needs related to dignity, respect, and social recognition from international organizations like the United Nations. Face, in this context, refers to maintaining social esteem and honor within their communities and in the global arena. The text suggests that indigenous groups aspire for recognition of their cultural identity, autonomy, and rights—elements that uphold their social face and sustain their cultural integrity (Ting-Toomey & Kurogi, 1998).

Interpersonal Customs in Laos and Greece

The globe images depict that Laos, situated in Asia, tends towards collectivist, family-centric socializing, where community and respectful relationships form the core of social interaction. Conversely, Greece emphasizes a more individualistic approach, with open, expressive social interactions characteristic of European Mediterranean cultures. These customs reflect diverse cultural variations in interpersonal relationships, influencing communication styles, social obligations, and personal space, consistent with Hall's cultural dimensions and the Globe study's findings (The Globe, 2013).

Social Roles and Cultural Norms in Rwanda

The Rwanda essay illustrates the social role of a community leader or elder who embodies societal values of responsibility and social cohesion. A social role is a pattern of behaviors and responsibilities associated with a specific position within a society. Such roles promote social stability and cohesion by guiding behavior in line with cultural expectations (Biddle, 1986).

Harmony and Face Maintenance in Korea

Korean interpersonal relationships prioritize harmony and avoiding conflict, aligning with Hofstede’s collectivist dimension. Maintaining face — preserving dignity and social standing — is crucial, as confrontations can threaten social cohesion. The text emphasizes that Koreans value harmony over honesty or efficiency when it causes discomfort. Handling differences involves subtle, indirect communication and a focus on maintaining group cohesion, as Hall describes in the context of high-context cultures that prefer harmony over direct confrontation (Hall, 1976; Hofstede, 2001).

Chinese Courtship and Social Expectations

The Chinese example illustrates traditional notions of involvement and social exclusivity rooted in feudal societal values. Once involved, individuals are locked into social roles that reinforce community order and social face. Similarly, in India, arranged marriages reflect practical, pragmatic approaches to relationships over romantic love, emphasizing social stability and family honor—core aspects of face needs (Ting-Toomey & Kurogi, 1998). These scenarios exemplify how relational norms uphold social face and social order in collectivist societies.

Thematic Analysis of "The Last Samurai"

The scene from "The Last Samurai" depicting the samurai’s suicide (hara-kiri) demonstrates the cultural importance of face and honor. In Japanese culture, maintaining face — or social dignity — often involves adherence to traditional codes of conduct. Sacrificing oneself through hara-kiri is viewed as an ultimate act of honor, ensuring the individual’s integrity and societal reputation are preserved, especially in shameful situations. This act exemplifies how face maintenance is central to social behavior and cultural values in Japan (Ting-Toomey, 1988).

Conclusion

The diverse scenarios and theories explored convincingly illustrate that intercultural understanding hinges on recognizing deep-seated values, communication styles, social roles, and face needs. Appreciating these differences fosters more effective and respectful cross-cultural interactions, which are essential in our interconnected world.

References

• Biddle, B. J. (1986). Psychological models of social impact. American Psychologist, 41(2), 209-214.
• Hall, E. T. (1976). Beyond Culture. Anchor Books.
• Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. Sage Publications.
• The Globe Project. (2013). Cultural Dimensions Data. Geert Hofstede Insights.
• Ting-Toomey, S. (1988). Intercultural conflict styles: A face-negotiation theory. In Y. Y. Kim & W. B. Gudykunst (Eds.), Theories in intercultural communication (pp. 213-228). Sage Publications.
• Ting-Toomey, S., & Kurogi, A. (1998). Facework competencies in intercultural conflict: An analysis of Japanese, American, and Japanese American cultural views of Facework. International Journal of Intercultural Relations, 22(2), 187-225.
• Additional references as needed.