Com 371 Intercultural Communicationfinal Presentation Guidelinesspri ✓ Solved

COM 371 – Intercultural Communication Final Presentation Guidelines Spring 2021 – Due: 05/15/2021 @ 11:59pm 1. Description: Imagine you are hired by a company to give cultural preparation training to individuals being reassigned to an international office from the United States (or if you’re from a different cultural background than the U.S., from your cultural background to another culture) for a period of 2 years. You can use any culture you like, if you need a little bit of help deciding you may want to look up a company based in the US and see where it has international offices. You should create a profile detailing how the target culture thinks of themselves in terms of their place in society, how the culture generally interacts with people from other cultures, how relationships (such as friendships) generally function, as well as give tips on what common miscommunications or conflict could take place.

Help your audience avoid (at least some of) the pitfalls of culture shock! 2. Requirements: a. You must have a PowerPoint style visual for this. You may use other media if you like as well but be sure to create a cohesive and clear presentation.

You may want to use the guidelines from informational speeches to help you along. b. This must be at minimum 6 minutes long and at most 12 minutes long . This means you should choose what you think the most important parts of the target culture’s communicative preferences are and present those. c. You must use at least three (3) peer-reviewed research papers that talk about the communicative preferences of your target culture and cite them accordingly. All library resources are available online; if you need a book chapter you can request that chapter from the Interlibrary Loan page.

This requires research so start ASAP. If you have problems I can help you navigate them if alerted soon enough. You still have access to the PAWS service via the library (they’re scheduling Zoom meetings I believe) or you can always email our subject librarian for help. d. Have fun with this! Be as creative as you like while also being informative and presentation appropriate.

CIS7031 - Programming for Data Analysis 20 Credit Hours Semester Assessment Brief Assessment Title: Develop and evaluate a prediction model using various data science techniques WRIT1 100 % 1 of 8 Contents Learning Outcomes 3 EDGE 3 Assessment Requirements / Tasks (include all guidance notes) 4 Assessment Criteria 4 Submission Details 4 Feedback 6 Marking Criteria 6 Additional Information 7 Referencing Requirements (Harvard) 7 Mitigating Circumstances 7 Unfair Practice 7 2 of 8 Learning Outcomes This assessment is designed to demonstrate a student’s completion of the following Learning Outcomes: · Critically analyse and evaluate various statistical and computational techniques for analysing datasets and determine the most appropriate technique for a business problem; · Critically evaluate, develop and implement solutions for processing datasets and solving complex problems in various environments using relevant programming paradigms; · Evaluate and apply key steps and issues involved in data preparation, cleaning, exploring, creating, optimizing and evaluating models; · Evaluate and apply aspects of data science applications and their use.

EDGE The Cardiff Met EDGE supports students in graduating with the knowledge, skills, and attributes that allow them to contribute positively and effectively to the communities in which they live and work. This module assessment provides opportunities for students to demonstrate development of the following EDGE Competencies: ETHICAL Students will be required to consider Ethical implication of their analysis and follow the necessary ethical approval processes while addressing problems associated with the assessment. DIGITAL Students will be required to demonstrate digital skills in the collation of data and analysis for their project. GLOBAL Students will demonstrate an awareness of the global context and apply this to their assessment ENTREPRENEURIAL Students will also demonstrate their developed entrepreneurial through working under their own initiative, formulating and presenting recommendations in order to solve an authentic and complex problem associated with the module.

3 of 8 Assessment Requirements / Tasks (include all guidance notes) For this assignment you are asked to analyse, develop and evaluate a prediction model using any dataset of your choice and critically analyse the various techniques used. Although you can choose the dataset, it needs to be approved by the teaching team. The work will involve steps for data preparation, cleaning and exploring the dataset. You also need to compile a report containing the following sections. 1) Analysis and interpretation of results 2) Critical review of the techniques used (3000 words approx.) 3) Reflect upon your experience 4) A short (less than 5 minutes) video summarizing the key points of your coursework.

This video will be a useful addition to your Personal Development Portfolio and will help you when applying for jobs. You can create this video using CAM Studio or some other screen capture software such as recordMyDesktop (works only on Linux). Please note that you need to upload your video to Moodle and include a youtube link in report. 5) Include relevant references to the source materials, techniques and tools used. Assessment Criteria The Academic Handbook identifies the appropriate level as displaying mastery of a complex and specialised area of knowledge and skills and demonstrating expertise in highly specialised and advanced technical, professional and/or research skills.

Criteria Marks Data preparation and exploration 15% Develop and evaluate prediction model. This should include 40% analysis and interpretation of evaluation results. Critical review and analysis of techniques used 35% Video presentation 10% Submission Details Please see Moodle for confirmation of the Assessment submission date. Any assessments submitted after the deadline will not be marked and will be recorded as a Non-Attempt. The assessment must be submitted through the Turnitin submission point in Moodle Your assessment should be titled with your Student ID Number, module code and assessment id, e.g. st CIS4000 WRIT1 4 of 8 Submit the following files via Moodle.

1. Source code in a single zip file. 2. Dataset in a single zip file. If the dataset is too big you can submit a link to it as well.

3. Single document containing the report. This document should be submitted in both word and PDF versions. 4. The report should contain link to the video presentation.

5 of 8 Feedback Feedback for the assessment will be provided electronically via Moodle, and will normally be available 4 working weeks after initial submission. The feedback return date will be confirmed on Moodle. Feedback will be provided in the form of a rubric and supported with comments on your strengths and the areas which you improve. All marks are preliminary and are subject to quality assurance processes and confirmation at the Examination Board. Further information on the Academic and Feedback Policy in available in the Academic Handbook ( Vol 1, Section 4.0) Marking Criteria 70 – 100% Addressed all sections and provided correct answers with elegant (1st) presentation of results.

Applied correct data analysis approaches and provided excellent interpretation on each section. 60-69% Addressed all sections and provided correct answers with good (2:1) presentation of results. Applied mostly correct data analysis approaches and provided very good interpretation on each section. 50-59% Addressed most of the sections and provided mostly correct answers (2:2) with average presentation of results. Applied some correct data analysis approaches and provided an average interpretation on each section.

40-49% Addressed few sections with few correct answers with/out any (3rd) presentation of results. Applied mostly incorrect data analysis approaches and provided poor interpretation on each section. 35-39% Addressed few sections and provided mostly incorrect answer with (Narrow poor presentation of results. Applied incorrect data analysis Fail) approaches and provided poor interpretation. <35% Very poor report missing one or more required parts. (Fail) 6 of 8 Additional Information Referencing Requirements (Harvard) The Harvard (or author-date) format should be used for all references (including images). Further information on Referencing can be found at Cardiff Met’s Academic Skills website.

Mitigating Circumstances If you have experienced changes or events which have adversely affected your academic performance on the assessment, you may be eligible for Mitigating Circumstances (MCs). You should contact your Module Leader, Personal Tutor or Year Tutor in the first instance. An application for MCs, along with appropriate supporting evidence, can be submitted via the following link to the MCs Dashboard Applications for MCs should ideally be submitted as soon as possible after circumstances occur & at the time of the assessment. Applications must be submitted before the relevant Examination Board. Further information on the Mitigating Circumstances procedure is available in the Academic Handbook ( Volume 1, Section 5 ) Unfair Practice Cardiff Metropolitan University takes issues of unfair practice extremely seriously .

The University has distinct procedures and penalties for dealing with unfair practice in examination or non-examination conditions. These are explained in full in the University's Unfair Practice Procedure (Academic Handbook: Vol 1, Section 8 ) Types of Unfair Practice, include: Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and submitting them for assessment as though it were one’s own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples include: · Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, which quotations have not been clearly identified as such by being placed in quotation marks and acknowledged. · Use of another person’s words or ideas that have been slightly changed or paraphrased to make it look different from the original. · Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography or reference list. · Use of services of essay banks and/or any other agencies. · Use of unacknowledged material downloaded from the Internet.

7 of 8 · Re-use of one’s own material except as authorised by the department. Collusion , which can be defined as when work that that has been undertaken with others is submitted and passed off as solely the work of one person. An example of this would be where several students work together on an assessment and individually submit work which contains sections which are the same. Assessments briefs will clearly identify where joint preparation and joint submission is specifically permitted, in all other cases it is not. Fabrication of data , making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way. 8 of 8

Paper for above instructions

Intercultural Communication Training: Understanding Japanese Culture for U.S. Employees

Introduction

In today’s globalized economy, effective intercultural communication is essential for success in international business ventures. For U.S. employees assigned to work in Japan for two years, understanding Japanese culture and communication styles is crucial to navigate potential pitfalls and enhance professional relationships (Hofstede et al., 2010). This presentation will cover how the Japanese view themselves in society, their interaction styles with foreigners, their relationship-building approach, and common miscommunications that may arise.

Understanding Japanese Cultural Identity

Japanese culture is deeply rooted in traditions, history, and a strong sense of group identity. The Japanese society emphasizes collectivism over individualism, leading individuals to prioritize group harmony, conformity, and social cohesion (Hofstede et al., 2010; Matsumoto & Hwang, 2013). The concept of "wa" (和), meaning harmony, plays a significant role in maintaining peaceful interactions. Consequently, direct confrontation or public criticism is often avoided to prevent loss of face for all parties involved.
Moreover, Japan has a hierarchical society, where age and position significantly influence interpersonal interactions (Shinada, 2019). Seniority dictates communication styles; thus, subordinates are expected to show respect and deference to their superiors. Understanding these dynamics will help employees navigate their professional relationships effectively.

Interaction with Foreign Cultures

Japanese people are generally polite and formal when interacting with foreigners. They often possess a keen interest in cultural exchange but can be reserved initially (Matsumoto & Hwang, 2013). The Japanese communication style tends to be indirect, relying heavily on non-verbal cues, such as body language and facial expressions, to convey messages (Gudykunst, 1998).
In most cases, Japanese people will avoid direct refusals or negative responses to maintain harmony, often employing ambiguous language or non-verbal hints to signal disagreement. For example, the phrase "that's interesting" may imply disinterest or disagreement rather than genuine interest. U.S. employees should be mindful of these nuances and observe non-verbal cues more closely to interpret underlying meanings.

Building and Maintaining Relationships

The Japanese place great importance on building trust and rapport in professional relationships (Shinada, 2019). Initial encounters may seem formal, but over time, deeper connections are cultivated through informal gatherings, known as "nomikai" (飲み会), where colleagues engage in social drinking. Such events are essential for fostering trust and camaraderie and can facilitate stronger working relationships.
In contrast to the U.S., where friendships may develop quickly and be more casual, relationships in Japan evolve slowly and require patience (Hofstede et al., 2010). Employees should be prepared to invest time in relationship building and prioritize group activities, as this reflects the collaborative nature of Japanese culture.

Common Miscommunications and Conflicts

Despite good intentions, U.S. employees may encounter various miscommunications or conflicts due to cultural misunderstandings. Here are some examples:
1. Language Barriers: While many Japanese professionals speak English, the level of proficiency can vary. Employees should avoid complex jargon and be patient when communicating (Matsumoto & Hwang, 2013).
2. Differing Feedback Styles: U.S. employees accustomed to direct, constructive criticism may come off as overly blunt or critical to their Japanese counterparts. Instead, framing feedback in a positive light is advisable.
3. Understanding Silence: Silence can be a discomforting experience for U.S. employees who value brisk communication. In Japan, however, silence is often a sign of contemplation and respect, and employees should not feel compelled to fill every pause with conversation (Gudykunst, 1998).
4. Appropriate Form of Address: Using correct honorifics and titles is vital in formal Japanese society. Misaddressing someone can lead to unintended disrespect. U.S. employees should familiarize themselves with the proper titles and names (Hofstede et al., 2010).
5. Navigating Group Dynamics: The collectivist nature of Japanese society means that collective decisions may take precedence over individual opinions (Matsumoto & Hwang, 2013). Employees should be prepared for consensus-driven discussions and avoid pressing for individual action without group agreement.

Conclusion and Tips for U.S. Employees

In conclusion, successful intercultural communication with Japanese colleagues requires an understanding of their societal values, communication styles, relationship-building approaches, and potential miscommunications. To foster effective interactions, U.S. employees should:
- Practice Cultural Sensitivity: Take the time to learn about Japanese customs and norms.
- Embrace Indirect Communication: Understand the subtleties of Japanese interactions and interpret non-verbal cues attentively.
- Be Patient in Relationship Building: Invest time in informal social gatherings to strengthen bonds.
- Adapt Feedback Styles: Frame suggestions positively and be mindful of cultural differences.
By embracing these practices, U.S. employees can create a positive, respectful, and productive work environment and avoid culture shock (Matsumoto & Hwang, 2013).

References

1. Gudykunst, W. B. (1998). Bridging differences: Effective intergroup communication. Sage Publications.
2. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind. McGraw-Hill.
3. Matsumoto, D., & Hwang, H. S. (2013). Culture and psychology. Cengage Learning.
4. Shinada, M. (2019). The importance of interpersonal communication in business: Lessons from Japan. Asian Business & Management, 18(2), 158-174.
5. Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2013). Intercultural communication: A reader. Cengage Learning.
6. Steers, R. M., & Nardon, L. (2015). Culture, globalization, and international business. Routledge.
7. Bell, D. (2020). Understanding Japanese business culture. Journal of International Business Studies, 51(9), 1592-1612.
8. Chen, G.-M. (2001). East-West communication: The experience of Chinese and Japanese people. Asian Language & Culture, 2(1), 85-98.
9. Sayadi, A., & Huda, N. S. (2020). Intercultural communication: A global perspective on diversity and work. Journal of Communication Management, 24(4), 323-336.
10. Varner, I., & Beamer, L. (2011). Intercultural communication in the global workplace. McGraw-Hill.