Hire Writer I think this is because of the focus of the two cultures when connecting with others is different. In the high context culture, people mainly focus on build the relationship with others and even some times they will think that the result of the negotiation is not that important than the relationship they had already build up.
In fact, given the relationship between academic background knowledge and academic achievement, one can make the case that it should be at the top of any list of interventions intended to enhance student achievement.
If not addressed by schools, academic background can create great advantages for some students and great disadvantages for others.
Bacterial spores are highly resistant, dormant structures (i.e. no metabolic activity) formed in response to adverse environmental conditions. Building Background Knowledge for Academic Achievement. by Robert J. Marzano. Table of Contents. Chapter 1. The Importance of Background Knowledge. According to the National Center for Education Statistics (), every day from September to June some million students in the United States walk into classes that teach English, . Culture and communication are inseparable because culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed, or .
The scope of the disparity becomes evident when we consider how background knowledge is acquired. How We Acquire Background Knowledge We acquire background knowledge through the interaction of two factors: The ability to process and store information is a component of what cognitive psychologists refer to as fluid intelligence.
As described by Cattellfluid intelligence is innate. One of its defining features is the ability to process information and store it in permanent memory.
High fluid intelligence is associated with enhanced ability to process and store information. Low fluid intelligence is associated with diminished ability to process and store information.
Our ability to process and store information dictates whether our experiences parlay into background knowledge.
To illustrate, consider two students who visit a museum and see exactly the same exhibits. One student has an enhanced capacity to process and store information, or high fluid intelligence; the other has a diminished capacity to process and store information, or low fluid intelligence.
The student with high fluid intelligence will retain most of the museum experience as new knowledge in permanent memory.
The student with low fluid intelligence will not. In effect, the student with the enhanced information-processing capacity has translated the museum experience into academic background knowledge; the other has not.
As Sternberg explains: The second factor that influences the development of academic background knowledge is our academically oriented experiential base—the number of experiences that will directly add to our knowledge of content we encounter in school.
The more academically oriented experiences we have, the more opportunities we have to store those experiences as academic background knowledge. Again, consider our two students at the museum. Assume that one student has an experience like visiting a museum once a week and the other student has experiences like this once a month.
The second student might have an equal number of other types of experiences, but they are nonacademic and provide little opportunity to enhance academic background knowledge. Differences in these factors create differences in their academic background knowledge and, consequently, differences in their academic achievement.
An examination of the interaction of these factors paints a sobering picture of the academic advantages possessed by some students and not others.
The darker the box, the more academic background knowledge a student has.The answer to this dilemma lies in whether there is a real communication or culture barrier with the employee or whether the employee is using one's language and cultural differences as a.
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benjaminpohle.com Thank you, Kare – Adding this personal experience helps enormously.
You’re so right about the inclination of people to go with those they know rather than the best mix of people with different types of experience and values. Ethnicity, nationality, race, heritage, culture, identity: these concepts can be confusing or misunderstood, so here we try to understand the differences.
Their disproportionate participation in communism, Marxism, and socialism. Marxism is an exemplar of a universalist ideology in which ethnic and nationalist barriers within the society and indeed between societies are eventually removed in the interests of social harmony and a sense of communal interest.
Module 8: The Importance of Social Etiquette. Standards of appropriate dress vary among cultures, but volunteers should always dress professionally to show respect, and to avoid misunderstanding, embarrassment, or offense.