...Week 2 1. Which of the following is true about the development of the intercultural communication area of study? a. it originated with scholars looking for practical answers to help overseas workers. 2. Which approach to intercultural communication has the goal of initiating social change? b. critical 3. Which of the following approaches to intercultural communication views reality as external to humans? c. social science 4. Which methods are primarily used in the critical approach to intercultural communication? d. text and media analyses 5. the social science approach is also called the e. functionalist approach 6. researchers using a critical perspective attempt to explain f. how macro contexts such as political structures influence communication 7. one limitation of social science approach is g. the possibility that the methods used are not culturally sensitive 8. The goals for the social science approach are h. describe and predict human behavior 9. the study of how people use personal space is called i. proxemics 10. Which dialectic of intercultural communication addresses the fact that some of our cultural patterns are constant and some are shifting? j. static-dynamic dialect 11. The privilege-Disadvantage dialectic recognizes that k. some people are disadvantaged in some contexts and privileged in other contexts 12. Which of the following might explain why early...
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...theory of society. The symbol S representing situation. Situations are of 4 components; time, space, population, and characteristics. GEORGE ZIPF (1902-1950) The guiding postulate of his theory is the “principle of least effort”- that is, in situations allowing alternatives, people choose those procedures that result in the "least average rate of probable work” WILLIAM OGBURN (1886-1959) Contributed the “hypothesis or theory of culture lag”- the lag between the adaptive culture (nonmaterial culture) and the more advanced material culture. HUMAN ECOLOGY ROBERT PARKS (1864-1959, American) Introduce the term human ecology competition as the basic process in human relationships; biotic factors as the proper field of study in human ecology. ERNEST BURGESS (1886-1996, American) Introduced the Concentric Zones Theory in the development of cities. AMOS HAWLEY His “ecological theory” proposes five ecological processes which bring about changes in the pattern of relationships: concentration expansion or centralization, contraction or decentralization, segregation and conversion. WALTER FIREY Advanced the socio-cultural ecology; posited the theory that space may have symbolic value; cultural definition and cultural values in the giving of meaning to space. EUGENE ODUM Advance the “equilibrium theory” or a balanced development that is maintaining a proper ecological system, his idea is in the line with the concept...
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...future, in means of the changes and the subsequent consequences for the individuals and society. These classics generated the basis for the typical sociological type of thinking; seeing the connections between major changes in society and the individual acts and living conditions. In short term - sociology is both the study of individuals and the society as a whole. As a newcomer to the special field of sociology, I find the term of sociological imagination as the most applicable and understandable term to understand the complex and broad field of sociology. Thereby i state my thesis: Is social imagination the best and simplest way to understand the field of sociology? Sociological imagination was coined by C. Wright Mills (1959) as the process of linking individual biographies to the larger social contexts. By this perspective one can say that the sociological imagination can help explain humans and society by seeing "the human in society and the society within humans". According to Peter Berger this connection can be portrayed by thinking that: "Every individual biography is an episode within the history of society" (Berger 1967; 3). "Society is a dialectic phenomenon in that it is a human product, and nothing but a human product, that yet continuously acts back upon its producer" (Berger 1967; 3). By this Berger puts in words the common sociological notion that society is human made (as for the term itself), and how all humans are a part of their own...
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...from multiple information sources, thus, Information Systems being prima facie defined and documented as text documents, are eminently suited for this mode of investigation. In this paper, we illustrate hermeneutics by analysing a sample case study document describing the well-known Denver International Airport (DIA) Automated Baggage Handling System project, which was extensively reported in the IS and management press and studied by Montealegre and his colleagues. As a result of the hermeneutic approach to the analysis of this document, a new ‘flexibility’ factor has been discovered to play an important, yet unreported, role in the DIA system demise. In the DIA case, the observed flexibility factor influenced the quality of the interaction between the actors, the prevailing environment and the information systems. Introduction Although there are several reports of information systems projects that have applied hermeneutics (Boland, 1991; Klein and Myers, 1999; Myers, 1994a), there are very few publications that explain the actual hermeneutic process taken by IS (and in fact, also non-IS) researchers. What this paper strives to do is close the methodological gap and to present one potential framework for the adoption of hermeneutics in the study of information systems. In addition, hermeneutics is often viewed as an ‘obscure’ tool in the IS community because it is perhaps not particularly well understood. To that end, this...
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...German Philosophy: Kant’s concept of reason Critique of Pure Reason Prateek S Kolhar (EE10B109) 29th April 2014 1. Introduction During the period of enlightenment in Europe, there were 2 schools of thought that talked about the way we acquire knowledge: Rationalism and Empiricism. Rationalists like Leibniz claimed that knowledge is innate, that is, we are born with all the knowledge and the experiences that we have in this world just help us in uncovering/ remembering this knowledge. Empiricist believed that all knowledge is got only through experience in other words we are born with our minds/souls like a clean slate and the experiences write on them. With this struggle between the two schools of thought enlightenment Europe was striving to find ways to arrive at a consensus about some of these aforementioned central issues of theory of knowledge. And the champion of a philosopher who accomplished with task was Immanuel Kant. Kant borrowed many concepts from both empiricism and rationalism. But he felt that the many of the rationalist ideas were too simplistic and dogmatic and some of the empiricist ideas we too skeptic about the ability of humans to acquire true knowledge. As a part of his critical philosophy, with an aim to resolve this problem of theory of knowledge he wrote 3 critiques: Critique of pure reason, Critique of practical reason and Critique of judgment. Critique of Pure Reason talks about the process of knowledge acquisition in natural sciences, the way...
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...HANDBOOK of PSYCHOLOGY VOLUME 12 INDUSTRIAL AND ORGANIZATIONALPSYCHOLOGY Walter C. Borman Daniel R. lIgen Richard J. Klimoski Volume Editors Irving B. Weiner Editor-in-Chief 13 THEORIES AND PRACTICES OF ORGANIZATIONAL DEVELOPMENT John R. Austin and Jean M. Bartunek 309 ~ John Wiley & Sons, Inc. CHAPTER 13 Theories and Practices of Organizational Development JOHN R. AUSTIN AND JEAN M. BARTUNEK ORGANIZATION DEVELOPMENT TODAY, NOT YESTERDAY 310 THE CONCEPTUAL 'KNOWLEDGE OF ORGANIZATIONAL DEVELOPMENT 311 Change Process Theories 312 Samples of Contemporary Interventions in Organizational Development 316 Implementation Theories 319 THE CONNECTION BETWEEN IMPLEMENTATION THEORIES AND CHANGE PROCESS THEORIES 321 THE DIVIDE BETWEEN IMPLEMENTATIONTHEORIES AND CHANGE PROCESS THEORIES 322 Barrier 1: Different Knowledge Validation Meth~ 322 Barrier 2: Different Goals and Audiences 323 Barrier 3: Different Theoretical Antecedents 324 STRATEGIES FOR OVERCOMING BARRIERS TO KNOWLEDGE TRANSFER 324 Same-Author Translation 325 Multiple-Author Translation 325 Common Language Translation 326 Translating Implementation Theory to Change Process Theory 326 CONCLUSION 326 REFERENCES 327 From its roots in action research in the 1940s and 1950s (Collier, 1945), and building on Lewin's insight that "there is nothing so practical as a good theory" (Lewin, 1951, p. 169), organizational development has explicitly emphasized both the practice. and the scholarship of...
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...“HOW CAN LOGIC BEST BE APPLIED TO ARGUMENTS?” | March 10 2015 | | | Abstract This talk surveys a number of methods currently being developed that assist in applying logic to the evaluation of arguments used in particular cases. A case is seen as speci_ed by a given text and context of discourse. The methods used are pragmatic, and are based on the Gricean Cooperative Principle (CP), as implemented in several types of goal-directed conversational exchanges. Abstract This talk surveys a number of methods currently being developed that assist in applying logic to the evaluation of arguments used in particular cases. A case is seen as speci_ed by a given text and context of discourse. The methods used are pragmatic, and are based on the Gricean Cooperative Principle (CP), as implemented in several types of goal-directed conversational exchanges. “HOW CAN LOGIC BEST BE APPLIED TO ARGUMENTS?” INTRODUCTION How can logic best be applied to arguments? The goal of this address is to extend the boundaries of the subject known as logic towards the task of evaluating arguments as found in given cases of natural language argumentation. Of course, recently in philosophy, many influential voices are saying precisely that it is not possible to carry out this task (in an objective way that would be suitable for use in logic). I will argue that it can be done, or at least that there are resources available that can be brought...
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...of which the educational process is standardized in a sterile and bureaucratic operation. This is not a gratuitous assertion. We will later clarify the radical distinction between knowing and memorizing and the reasons why we attach such importance to the adult literacy process. But first, some words about the socio-historical conditioning of the thinking presented here, as well as an explanation of the necessity for critical reflection on such conditioning. From a non-dualistic viewpoint, thought and language, constituting a whole, always refer to the reality of the thinking subject. Authentic thought-language is generated in the dialectical relationship between the subject and his concrete historical and cultural reality. In the case of the alienated cultural processes characteristic of dependent or object societies, thought-language itself is alienated, whence the fact that these societies do not manifest an authentic thought of their own during the periods of most acute alienation. Reality as it is thought...
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...Communication Monographs Vol. 73, No. 4, December 2006, pp. 406 Á433 Take This Job and . . . : Quitting and Other Forms of Resistance to Workplace Bullying Pamela Lutgen-Sandvik Adult bullying at work is an unbelievable and, at times, shattering experience, both for those targeted as well as for witnessing colleagues. This study examines the narratives of 30 workers, some of whom where targeted and all of whom saw others bullied. Their responses paint a complex picture of power in bullying situations that reframe the ‘‘power-deficient target’’ into agents who galvanize a variety of resources on their own or others’ behalf but also place them at considerable risk. In some cases, employees evaluate the abusive situation and quickly resign. Others protest but, if resistance fails to stop abuse, they also leave organizations. The paths of resistance, case outcomes, and dialectic nature of resistance and control are discussed. Keywords: Workplace Bullying; Verbal Aggression; Organizational Communication; Resistance; Power Adult bullying at work is a shocking, frightening, and at times shattering experience, both for those targeted and for onlookers. Workplace bullying, mobbing, and emotional abuse*essentially synonymous phenomena*are persistent, verbal, and nonverbal aggression at work that include personal attacks, social ostracism, and a multitude of other painful messages and hostile interactions. Because this phenomenon is perpetrated by and through communication, and because...
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...Cultural Dimensions Individualism–Collectivism Power Distance Uncertainty Avoidance Masculine–Feminine High Context–Low Context Monochronic Time–Polychronic Time Barriers to Cultural Understanding Gender Dimensions Generational Dimensions Balanced Diversity GroupWork: Personality Preferences GroupAssessment: Identifying Cultural Dialectics ISBN: 0-536-56665-8 63 Working in Groups: Communication Principles and Strategies, Fourth Edition, by Isa N. Engleberg and Dianna R. Wynn. Published by Allyn & Bacon. Copyright © 2007 by Pearson Education, Inc. 64 Part I Basic Group Concepts HETEROGENEOUS GROUPS When you read or hear the word diversity, you may think about race or about people from other countries. The concept of diversity, however, involves much more than country of origin, skin color, or ethnic heritage. When discussing group communication, we use the term diversity in its most general sense—the quality of being different. The American Heritage Dictionary of the English Language defines diverse as “made up of distinct characteristics, qualities, or elements.”1 The homogeneous–heterogeneous dialectic is particularly applicable to the study of group membership. As we note in Chapter 1, the prefix homo comes from the Greek language and means “same” or “similar”; hetero means “different.” Thus, a homogeneous group is composed of members who are the same or similar, and a heterogeneous group is composed of members who are not the same. And remember. there is no such...
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...Marketing Management Preparing the literature: * Summarize the paper and discuss its core findings * Explain and define the core concepts (study variables) * Describe the contribution of the study (take away message) * Explain the reasoning/processes underlying the core predictions / hypotheses Analyse the research strategy * How did the authors attempt to answer their research questions? * What are the advantages/disadvantages of these strategies? * Put the respective research into a broader context? * Connect the study to practice – what is the applied value? * What are the conditions under which the study’s results are valid? * How can you transfer the results to other situations/applications? For the exam: Make a summary for every paper and learn this summary * 1 page per article * Answer the points mentioned on the last slide * Try to explain the paper to a third party in easy words * Check the tables: you should be able to find and interpret the core findings You don’t need to be able to: * Remember or describe the concrete statistical analysis methods (But you have to understand the core findings!) * Remember every single detail from the research design (But you should memorize the rough research approach!) * Remember every single construct in the conceptual model of a theoretical paper (But you should memorize some of them to be able to make examples and you should...
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...either the physical or hedonistic consequences of action (punishment, reward, exchange of favors) or the physical power of those who enunciate the rules and labels. The level is divided into the following three stages: Stage 0: Egocentric judgement. The child makes judgements of good on the basis of what he likes and wants or what helps him, and bad on the basis of what he does not like or what hurts him. He has no concept of rules or of obligations to obey or conform independent of his wish. Stage 1: The punishment and obedience orientation. The physical consequences of action determine its goodness or badness regardless of the human meaning or value of these consequences. Avoidance of punishment and unquestioning deference to power are values in their own right, not in terms of respect for an underlying moral order supported by punishment and authority (the latter is stage 4). Stage 2: The instrumental relativist orientation. Right action consists of what instrumentally satisfies one's own needs and occasionally the needs of others. Human relations are viewed in terms such as those of the market place. Elements of fairness, reciprocity, and equal sharing are present, but they are always interpreted in a physical, pragmatic way. Reciprocity is a matter of "you scratch my back and I'll scratch your", not loyalty, gratitude, or justice. II. Conventional Level At this level, the individual perceives the maintenance of the expectations of his family, group,...
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...Corporation”). Directly addressed to people in management and strategy, this article was clearly prescriptive as to the best way to set winning strategies for the firm, especially as to diversification and the abusive use of SBUs (Strategic Business Units) in highly decentralized profit centres. “In the 1990s, top executives will be judged on their ability to identify, cultivate, and exploit the core competencies that make growth possible”. Since the 1990s, the resource based view (RBV) and the core competence approach (CCA) became very attractive for many researchers and consultants. Such interest was well supported by what seemed to be a clear and superior way of setting strategies by large Japanese groups which frequently served as a benchmark case of core competence management. The strong and pervasive trends for continuous technological innovation and for technological alliances created also a rich context for the use of RBV and CCA to strategy. Analysis and theory were tempted to move from transaction costs to resources or competences or capabilities sometime in a fuzzy way in interpreting strategic moves in the context of alliances and technological changes. Although attractive, the...
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...PR Public Relations Review 38 (2012) 5–13 Contents lists available at SciVerse ScienceDirect Public Relations Review Revisiting the concept “dialogue” in public relations Petra Theunissen ∗ , Wan Norbani Wan Noordin 1 School of Communication Studies, Faculty of Design & Creative Technologies, AUT University, Private Bag 92006, Auckland 1142, New Zealand a r t i c l e i n f o Article history: Received 2 October 2010 Received in revised form 14 September 2011 Accepted 14 September 2011 Keywords: Public relations Dialogue Two-way symmetric communication Risk a b s t r a c t This paper follows a critical approach in exploring the philosophical underpinnings and key features of dialogue in public relations practice and thinking. It argues that dialogue has been uncritically equated to two-way symmetrical communication, which has not done justice to the nature of dialogue, and has effectively stifled concrete development of a dialogic theory in public relations. The paper draws from a range of literature, including mainstream public relations and communication philosophy—in particular the philosophy of Martin Buber. The purpose of this paper is to inform public relations thinking by encouraging debate rather than proposing a new theoretical approach. As such, it sets out to explore the concept of dialogue and its philosophical underpinning, considers its practical application and suggests that it should not be seen as superior to persuasion...
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...Licensed to: iChapters User Licensed to: iChapters User 6e FIFTH EDITION COMMUNICATION in Our Lives LINEBERGER DISTINGUISHED PROFESSOR OF HUMANITIES CAROLINE H. AND THOMAS S. ROYSTER DISTINGUISHED PROFESSOR OF GRADUATE EDUCATION THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Australia . Brazil . C anada . M exico . Singap ore . Spain . Uniited Kingdom . United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Licensed to: iChapters User This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. ...
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