Fluent Essays

Attached are the 3 documents: 1. Draft copy submitted 2. Sample final paper from a different student for reference on how to write our proposed paper. 3. Comments suggested from Professor ** Need a Final paper based on the above suggestions/comments and samples - 1800words (300 WORDS each page * 6pages)Running Head: CULTURAL INTELLIGENCE IN ACTION 2 CULTURAL INTELLIGENCE IN ACTION 2 Name Course Tutor Institution Date Cultural Intelligence in Action Introduction Culture plays a very significant role in our lives as individuals. It is through culture that individuals are in a position to define themselves, and comfortably conform to different values and contributions in the society. Culture gives a definition of different norms that are shared by a group of individuals. The influence that culture has on individuals can be identified as being both tangible and intangible (Buchtel et al., 2018). Most of the people’s attitudes and values are usually a direct result of the cultural environment that they come from. It is important to come to a realization of the fact that cultural environments go through an evolution, and the evolution process takes a long period of time. The patterns of living are as a result of culture. In this paper we are going to look into the differences between the Indian and US cultures. Gaining an understanding of the difference between these two cultures will make it possible to comprehend how individuals who come from these two cultures are able to comply to different societal norms. The differences will make it easy to outline the cultural facts in existence between the two cultures. The Role of Culture in US and India The idea of “race” was born in the United States of America. “Race” was originally meant to refer to the differences that were in existence between the “Indians” and their conquerors, the Castilian. The idea of race through history originated from the European perspective (Quijano, Questioning Race (50). This was clearly shown in the practice and ideology of the Americans colonial domination. The issue of race was consolidated and reinforced through the general expansion of the European colonialism. Modernity which was the main pattern of material, social and subjective experience really emphasized on the significance of character of the new global power. Note that no two cultures can be categorized as being the same. In other words, the India and American culture can never be the same. There is a very big difference between the two of them. The American culture is a mixture of different cultures that are present in its environment. On the other hand, the Indian culture is very unique and made up of its own values that are strictly followed (Buchtel et al., 2018). One of the main differences between the American and Indian culture is in the family relations. Senior Indians are very family oriented individuals, whereas senior Americans are individual oriented people. The Indian culture gives prominence to different family values. They are respected by all the family members. Indians are very committed to their families. Americans tend to be committed toCultural Intelligence in Action [] In June, I am going on a mission trip to _______ through an organization called ______. The mission of ______.is to promote meaningful conversations about the bible with people from all around the world. These conversations take place by workers, like me, teaching and improving English through ______.. Readers will sign up to learn and improve their English, and they will come in every day to work one-on-one with one of my teammates or me. We will then facilitate the reading session and guide them through ______.. The goal of these conversations is to share our lives with the readers and show how Christ has been at work in our lives, while also helping them with the English they need to succeed in their careers. For six weeks I will be doing this evangelistic work in ______.. Because I want to learn more about the culture of _____ and the changes I will need to make before going, I have decided to do this project on my upcoming trip. Known for its rich and well-preserved history, the capital city of ______. has an extremely diverse background. With a population of over 2,000,000 people (unesco.org), there are many different cultures and subcultures present, different languages spoken, and a variety of customs practiced throughout the city. One of the big ethnic distinctions is that of indigenous peoples and non-indigenous peoples. This is a very dividing factor in the community, as indigenous people are frequently seen as a lower class and often live in poverty. For the purpose of this assignment I will be focusing on the culture of indigenous peoples in ______., specifically the ______. people living in ______.. There are many cultural differences which I could discuss, and I will focus on three here. First, I will talk about the religious beliefs among the indigenous population of ______.; Second, I will discuss how ______. live in a polychronic time society; Finally, I will discuss the collectivist society in ______. Knowing about the religions and beliefs present in ______. is very important to my trip since it is an evangelical mission trip. It is so crucial to know about what people believe and where they come from before teaching them and trying to make more followers for our own beliefs. Religion is one of the most important parts about a culture. For a lot of people around the world, it determines what people do and why they do it, it shapes what they believe as well as how they act. The beliefs, traditions, and rituals that the ______. people of ______. practice really set them apart from other groups present in the area. In _____ who identify as ______., there are several different beliefs that show up in culture. Some ______. identify as Catholic, along with ninety percent of the entire population of _____. Other native ______. have mixed Catholicism in with their original tribal or native beliefs, creating something they call “Folk Catholicism”. In Philip Jenkins article “______. and Catholic”, heTopic proposed for your information: Guidance in enrolling to get the COVID-19 vaccine for senior citizens in the USA. (This is my approved Topic) Comment 1 from Professor: You need to fundamentally shift the focus and emphasis of your paper away from a broad examination of the notion of culture and the overall difference between Indian culture and American culture. What do you need to shift your focus to? You need to identify three specific cultural differences between India and the U.S.--excluding language that would present significant challenges to you in undertaking your proposed project.   Currently there is no place in your proposal where you mention any personal involvement on your part in carrying out some kind of project to assist American senior citizens in figuring out when and where they can obtain their vaccinations. That is what I recall you telling me that you wanted to propose as your project. So what you need to do is propose how you would go about it. Would you simply assist them in navigating the existing systems for signing up for vaccines.   (You should be able to find a fellow student who can help you get into one of these systems for scheduling vaccines to see for yourself how they function and where might be the places that could easily confuse or thwart the efforts of elderly digital immigrants who are not accustomed to computerized systems.)   Both of these elements--1) describing a specific project in which you would be directly and personally involved in assisting some American citizens in obtaining their Covid vaccines, and       2)  identifying three specific cross-cultural differences between Indian culture and American culture, that you would have to successfully navigate or overcome in order to carry out your project--constitute the heart of this assignment.   You have very clearly identified a problem. Now you have to propose a specific project or program in which you would be personally involved -- either by yourself or with others -- in carrying it out to alleviate the problem. (This can be hypothetical; Im not expecting everyone in the class to actually carry out ther projects that theyre proposing--though some of them might.) Here you need to explain how you would apply the different dimensions of Cultural Intelligence--Knowledge CQ, Interpretive CQ, Perseverance CQ, and Behavioral CQ--in order to overcome the challenges stemming from those three particular cross-cultural differences that you have identified as particularly problematic for your particular project. Comment 2 from Professor: You need to substantially restructure your CIA paper. Instead of starting off wth two pages about cultural differences in general between India and the U.S., I recommend that you mention your proposed project first. As I understand your project, youre proposing to assist elderly Americans in navigating the process for obtaining Covid vaccinations. Thats a great project for this assignment--so long as you includETHNICITY AND “RACE” — PART 2: contesting/questioning the concepts of ethnicity and race Readings: Rynkiewich, Ch. 9, pp. 155-168 Quijano, “Questioning ‘Race,’” pp. 45-53 Resources: David Livermore, “Twenty-first Century CQ” and “CQ 101,” in Livermore, Cultural Intelligence (2009), 21-31 and 45-59 Elizabeth Tuleja, “Developing Cultural Intelligence for Global Leadership through Mindfulness,” Journal of Teaching in International Business 25 (2014): 5-24 1 ETHNIC GROUPS AND ETHNICITY Conrad Kottak observes that “members of an ethnic group share certain beliefs, values, habits, customs, and norms because of their common background. They define themselves as different and special because of cultural features. This distinction may arise from language, religion, historical experience, geographic placement, kinship, or ‘race’.... Markers of an ethnic group may include a collective name, belief in common descent, a sense of solidarity, and an association with a specific territory, which the group may or may not hold.” (Kottak, Mirror, 213-214 — emphasis added). Example of Ron and “Quem fala?” 2 ETHNICITY AS SOCIALLY CONSTRUCTED Michael Rynkiewich raises the question of whether ethnicity is inherent or socially constructed. After briefly touching on the respective rationales for both positions, he predictably weighs in on the side of social construction, in keeping with his affinity with postmodernism and sensitivity to globalization (Rynkiewich, 164-166). “Ethnicity is about a relationship negotiated with a dominant cultural group and shared with other ‘minorities’ in a given society....Ethnic identity does not derive entirely from within the ethnic group but in interaction with other groups.... (continued) ETHNICITY AS SOCIALLY CONSTRUCTED (cont.) ....The issues that stand in marked contrast to the nearest neighbor or most powerful neighbor tend to be emphasized while other issues are downplayed because they do not make a difference in that context.” Rynkiewich cites Fredrick Barth’s research that redirected attention from the core to the periphery of ethnic groups to focus on boundary maintenance as the key factor in the likelihood of the group assimilating into the larger culture: the stronger the internal conformity (e.g., Amish vs. German-American), the less likely assimilation is. CASTE AND ETHNICITY IN INDIA Rynkiewich cites the example of caste in India as the most extreme system of social hierarchy in the world, with four major classes derived from the Hindu creation myth of the sacrifice of Purusha, the Cosmic Man, whose body gave rise to everything in the universe, including the four major classes in the caste system (Rynkiewich, 154-156). CASTE AND ETHNICITY IN INDIA The four major classes in the caste system, which comprises more than 1,000 individual castes altogether: Brahmins (priests) Kshatriyas (rulCULTURAL ANTHROPOLOGISTS AND CHRISTIAN MISSIONARIES— FRIENDS OR FOES? Readings: Kottak, Mirror for Humanity, Ch. 1 Rynkiewich, Soul, Self and Society, Ch. 1 Kraft, “Why Anthropology for Cross-Cultural Witnesses?” WHAT IS CULTURE? A classic definition of culture from 19th-century British anthropologist Edward Tylor, cited by Conrad Kottak, is difficult to improve upon: “Culture…is that complex whole which includes knowledge, belief, arts, morals, law, custom, and any other capabilities and habits acquired by man as a member of society” (Tylor, 1871—cited in Kottak, 19). WHAT IS CULTURAL ANTHROPOLOGY? Conrad Kottak, author of Mirror for Humanity: A Concise Introduction to Cultural Anthropology, gives us the following characterization of the broader science of anthropology: “a comparative science that examines all societies, ancient and modern, simple and complex....[that] offers a unique cross-cultural perspective, constantly comparing the customs of one society with those of others (Kottak, 1). WHAT IS CULTURAL ANTHROPOLOGY? What about our particular subject, Cultural Anthropology? It is one of four subfields of the broader field of Anthropology, alongside Biological Anthropology, Linguistics, and Archaeology Kottak describes Cultural Anthropology as a science that focuses specifically on all aspects of culture. ANTHROPOLOGY AND THE COLONIAL ERA Kottak mentions that the discipline of Anthropology came into being in the latter part of the 19th century, primarily as a result of the extensive contact that European powers had had with the inhabitants of regions in Africa, Asia, Latin America, and North America — first through exploration and eventually through the often brutal and oppressive process of colonization. ORIGINS OF CULTURAL ANTHROPOLOGY People of European heritage were encountering and interacting with beings in these regions who were quite different from them, in terms of skin pigmentation, facial features, languages, and customs. Many Europeans questioned whether these beings who were so different from them were even human, leading to extensive debates, even of a religious nature. Eventually, the position that these were actually human beings prevailed. This prompted those of European heritage to set out to research and analyze all the differences, giving rise to the subdiscipline of Cultural Anthropology. CULTURAL ANTHROPOLOGY AND CHRISTIAN MISSIONS—A COMPLEX RELATIONSHIP In a 2018 article entitled “Missionaries and Anthropologists,” anthropologist Edwin Zainer points out that, at the onset of the discipline of Anthropology in the late 19th century, anthropologists relied heavily on missionary accounts and notes as data sources for various cultures around the world (Zainer, “Missionaries and Anthropologists,” The International Encyclopedia of Anthropology (2018)). In recent decades, the relationship has largely been inverted. CULTURAL ANTHROPOLOGY AND CHRISTIAN MISSIONS— A COMPLEX RELATIONSHCULTURE AS A COMPLEX, DYNAMIC ENTITY—Part 1 Readings: Kottak, Mirror, Ch. 2, pp. 19-40 Hall, “The Power of Hidden Differences,” pp. 53-67 Tough Nickel, “High-Context vs. Low-Context Communication” Both Conrad Kottak and Michael Rynkiewich cite a classic definition of culture by 19th-century British anthropologist Edward Tylor: “Culture…is that complex whole which includes knowledge, belief, arts, morals, law, custom, and any other capabilities and habits acquired by man as a member of society” (Tylor, 1871 — cited in Kottak, 19, and Rynkiewich, 19). Consider Edward Hall’s definition: “Any culture is primarily a system for creating, sending, storing, and processing information” (Hall, 53). Which of the two definitions do you prefer? Why? Culture is inherently a collective phenomenon that results in a distinctive cultural identity, which uniquely characterizes a particular group. It doesn’t function at the level of the individual person but is shared. How? Culture is neither biologically nor genetically transmitted; instead, it is “acquired...as a member of society” by means of enculturation, which Kottak explains as being “the process by which a child learns his or her culture” (Kottak, Mirror,19-20). In other words, people acquire culture neither by means of inheritance nor [solely] by means of trial and error but by learning through imitation, communication, observation, and inference. CULTURE IS LEARNED What about people who transition between cultures, such as immigrants, refugees, military and diplomatic personnel, missionaries, foreign workers, international students, and others who move from one culture to another.) Their learning process, called acculturation, is different in some significant ways from enculturation because it is more self-conscious. Conrad Kottak defines acculturation as “the exchange of cultural features that results when groups have continual firsthand contact with each other” (Kottak, Mirror, 36). (Here Kottak is referring to distinct groups, each originating from a different culture.) CULTURE IS LEARNED — SYMBOLS Symbols play a vital role in cultural learning. According to Conrad Kottak, symbols are “signs that have no necessary or natural connection to the things they stand for or signify” (Kottak, 20). James Peoples and Garrick Bailey point out that symbols function on the basis of being arbitrary (in that their meaning is not derived from any inherent qualities in the symbol) and conventional (in that their meaning exists solely because people have agreed to attribute a specific meaning to them) (Peoples and Bailey, Humanity, 10th ed., 32). What are some examples that you can think of? “The word religion (shukyo) [was] originally devised to answer pesky missionaries who asked Japanese to state what their religion was. It was taken to refer to a separate set of beliefs, removed from everyday life, and not to some everyday ac