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The document contains 3 questions about cross-cultural topics in tourism and leadership. Question 1 asks about social contact between tourists and hosts, what influences it, and why understanding cultural differences is important. Question 2 asks about how national culture affects definitions and practices of leadership, asking for examples. Question 3 asks about identifying traditional and emerging problems faced in Pacific Island communities. Responses should be approximately one page and include citations.

Education

The responses should represent more than just quoting any text.
Please reflect on the questions, provide examples, and provide
analysis in the responses. Each answer should be approximately
one page in length and include citations if appropriate.
Question (UNIT) 1 -
"Cross-Cultural Behavior in Tourism."
Discuss and explain social contact in tourist and how its
encountered.
What factors influence social contact and the actors in a tourism
context?
Why is it important to understand the cultural differences of
hosts and guests in a tourism destination?
Question (UNIT) 2 -
"Cross-Cultural Approaches to Leadership Development."
Discuss national culture as an intervening variable in leadership
development.
How does it influence the way leadership is defined and
conducted in a national context?
Provide examples
Question (UNIT) 3 -
"Social Change and Psychosocial Adaptation in the Pacific
Islands."
Identify and discuss the "old" problems facing Pacific Islanders.
What are the "new" problems being faced in the region?

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Culture and Communication essay with a quick turn around time. Using material listed from the class 1) Explain two points detailing why it is so important to be aware of culture when thinking about communication, utilizing Bevan . The first element requires that you get to the heart of the paper and think through the question of “why even care about culture when studying communication?” If you answer that question, you will begin to think through the importance of culture. If you think back to last week, when we defined communication, Bevan (2020) stated it is “a process where two or more individuals strive to create shared meaning using verbal and nonverbal messages in a variety of contexts” (Section 1.1. Para. 2). So, in addition to communication being a “process,” it is about creating some “shared” meaning. Many times, this shared meaning is already there, and we are simply affirming meaning and sustaining relationships. But regardless, communication is fundamentally a social activity and so is culture. Note any similarities you see in the definition of communication here and Bevan’s definition of culture. Also, consider these questions – Is communication possible without culture? Is culture possible without communication? If you answer no to both questions, this might help you to start thinking through why it is important to think about culture when addressing communication. 2) Explain how culture shapes verbal and nonverbal communication, utilizing Bevan. We know that culture and communication are fundamentally linked. Now, to get to the precision of the relationship, you are asked here to explain HOW culture shapes verbal and nonverbal communication. Think about your own life. Have your parents ever told you to sit still while in church or to close your mouth while you eat? How are these nonverbal cues that are being shaped through culture and verbal messages? The best replies will both explain “how” culture shapes verbal and nonverbal communication but also explain examples about how this transfers to specific patterns of communication (e.g., driving on the right side of the road). 3) Describe the relationship between culture and two other themes that are central to culture from this list, utilizing Bevan: Gender (Chapters 2 and 3) High versus low context cultures (Chapter 3) Dominant cultures versus co-cultures (Chapter 3) Individualism and collectivism (Chapter 3) Perceptual filters (Chapter 3) Each of these themes is central to communication and Bevan covers each in detail in chapter three. I suggest that you choose the two that you find most interesting and important and then detailing why you believe this. Remember, you are required to comment on the “relationship” between culture and one of the themes, so try to focus on that. And, once again, it is wise to begin with some fundamental definitions. Here are some questions to answer to deepen your analysis of each theme: How do our gender class.

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India is a great and densely inhabited nation with a grand precedent and a big custom sets. It is seen with a proud ancestry of cultured life for nearly four millenniums turning out to be in a topmost position in terms of civilization history. It is, in addition, an existing culture and society linked to the customs comes up honestly from its ancient times. For these motivations for every foreign person a holiday to India should have a philosophical educational impact and from this initial idea itself the research proposed will flourish for beneficial outcome possibilities.

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Understanding the impact of diversity on an individual’s cognitive, physical, and social-emotional developmental processes requires an examination of a multitude of characteristics, including gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. In addition, behavior within a group is important to examine, along with the similarities and differences of behaviors and attitudes across groups. The goal of understanding the impact of diversity is not to determine whether one group is inferior to another, but to gain an appreciation of the breadth and depth of variability in human behavior. Cross-cultural investigation allows for the testing of theoretical concepts and predictions to evaluate their generalizability (Jensen, 2012). Another outcome of studying the results of cross-cultural research is that, as a psychology professional, you will be better equipped to empathize with and advocate for those you will be serving. For this Discussion, you will explore how diversity shapes and influences cognitive and social-emotional developmental processes. To prepare for this Discussion: Review and consider the same fictional human character from your Discussion 1 for this week. Also, consider only the cognitive and social-emotional developmental processes and how diversity * shapes and influences these processes. *Diversity includes but is not limited to gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. It is not the same as adversity , which refers to a difficulty or tragedy in one’s life. Think about the kinds of attitudes and behaviors that might be generated from someone who grew up in a collectivist society, which is common in Asian cultures, compared to the attitudes of someone who grew up in an individualistic society, such as that found in the United States. By Day 4 Post a 1- to 2-sentence description of the fictional human character (i.e., cartoon character, film/TV character, virtual character) you selected. Then, explain how diversity might shape and influence his/her cognitive and social-emotional developmental processes. Be specific in your post and provide examples. Use your Learning Resources and/or other scholarly sources to support your post. Use proper APA format and citations to support your post. ...

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1: Personality Traits Research has explored universal and culture-specific personality traits. “The Five-Factor Model,” also known as the “Big Five,” has identified five universal personality traits—openness, conscientiousness, extroversion, agreeableness, and neuroticism (OCEAN). In contrast, the “Five-Factor Theory” (FFT) of personality “suggests that the universal personality traits representing basic tendencies are expressed in characteristic ways; these characteristic ways can be largely influenced by the culture in which one exists” (Matsumoto & Juang, 2008, p. 268). Culture-specific personality traits, expressed by individuals in a certain culture, have also been identified in research. For this Discussion,review this week’s Learning Resources. Consider the cultural influences on personality development. Think about how culture-specific personality traits might impact the role of the scholar-practitioner working with a client or research population from this culture. Select two cultures and two culture-specific personality traits to use for this Discussion. With these thoughts in mind: 2) A brief description of two universal personality traits. Then describe two culture-specific personality traits for each of the two cultures you selected. Explain how culture influences personality development. Finally, discern two ways these culture-specific personality traits might impact a scholar-practitioner. Support your responses using the Learning Resources and the current literature. . Reference: Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth. 2: Identity There is a great deal of research on individualism versus collectivism to explain the variety of cultural differences that make up a person’s identity. These studies show a variation in communication, expression, perception, and conflict avoidance that has become a framework of cultural theory (Matsumoto & Juang, 2008). Consider your own identity. Would you be the same person if you were raised in a culture that valued the group over the individual (collectivistic culture) or valued independence and the development of the self (individualistic culture)? How does your culture impact your identity? For this Discussion, review this week’s Learning Resources. Consider the impact of collectivistic and individualistic cultures on identity development. With these thoughts in mind: 2) A brief explanation of how a person’s identity may develop differently in a collectivistic versus an individualistic culture. Then explain how your own identity has been impacted by your culture (collectivistic or individualistic). Finally, explain how your identity might differ if you were raised in the other type of culture. Support your responses using the Learning Resources and the current literature. ...

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Dissecting culture and its application to business What we’ll cover 1. What is the nature of culture? 2. Variety and variation in culture 3. How have globalisation, migration and diversity impacted on national culture? 4. Use these insights to critically evaluate models of national culture 5. Culture traps: problems and pitfalls to avoid 6. Dynamic models of culture 7. Groupwork exercise: apply your cultural knowledge to business practice 1. What is culture? Read the following descriptions of national values for China, India, Britain •What do these descriptions tell us about the nature of culture? i.e. what kinds of things do we call ‘culture’? • How long might it take an outsider to understand these values? So what is the nature of culture? “a complex frame of reference that consists of patterns of traditions, beliefs, values, norms, symbols, and meanings that are shared to varying degrees by interacting members of a community” (Ting-Toomey, 1999, p.10) traditions rituals, ceremonies, rites of passage beliefs, values, norms underlying principles governing behaviours symbols language (verbal, non-verbal) also images meanings Interpretations of symbols held by members ‘shared to varying degrees’ not every single member of the culture to the same degree! ‘a frame of reference’ for making sense of the world Culture is socially constructed; a basis for shared, collective identities What are the key words to highlight in this definition? Another definition “the coherent, learned, shared view of a group of people about life’s concerns that ranks what is important, furnishes attitudes about what things are appropriate, and dictates behaviour” (Varner & Beamer, 2011, p.5) coherent an entire, consistent world view learned we are not born with it; culture is transmitted view of a group agreed, shared views of a society What are the key words to highlight in this definition? The Iceberg of Culture In awareness Visible Out of conscious awareness Invisible Self-awareness The Iceberg of Culture Fine arts Literature Drama Classical music Popular music Folk dancing Games Cooking Dress Notions of modesty Conceptions of beauty Ideas about child raising Rules of descent Cosmology Relationship to animals Courtship practices Patterns of superior/subordinate relations Definitions of sin Conceptions of justice Notions of leadership Incentive to work Tempo of work Attitudes to the dependent Approaches to problem solving Patterns of group decision making Eye behaviour Conceptions of cleanliness Theories of disease Conception of status mobility Roles in relation to status by age, sex, class, occupation, kinship etc Definition of insanity Nature of friendship Conception of self Patterns of visual perception Body language Facial expression Notions of logic and validity Patterns of handling emotions ...

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The research paper is to be at least 15 pages in length (size 12 Tim.docx

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The research paper assignment is to write a research paper that explains " how Information Technology (IT) promotes getting people who are affected by policies involved in the policy-making process" . Cite specific examples. You must reference two (2) peer-reviewed articles or papers that support your thesis statement. One of these papers may be from your annotated bibliography assignment . The final paper must be at least 500 words in length. (DO NOT exceed 500 words by a material amount. Excessive words or too many references will NOT impress me.) So in summary, here are the research paper requirements: 1. 2 peer reviewed resources (articles or papers) (1 may be from your annotated bibliography assignment) 2. Paper MUST address: How Information Technology (IT) promotes getting people who are affected by policies involved in the policy-making process. Cite specific examples. 3. Cited sources must directly support your paper (i.e. not incidental references) At least 500 words in length (but NOT longer than 1000 words) .

The research paper assignment is to write a research paper that expl.docx

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The requirements for the persuasive speech are the same as the informative speech except the intention of your speech is persuasive. This means in your introduction your specific purpose must persuade. For example, "Today I want to persuade (convince, or stimulate) you about being compassionate." Your thesis should break down "being compassionate" to two or three good reasons. And yes, your good reasons may sound like main points in your informative speech. .

The requirements for the persuasive speech are the same as the infor.docx

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The requirements for the assessment In May 2013, the International Accounting Standards Board in conjunction with the US Financial Accounting Standards Board published for public comment a revised exposure draft to deal with accounting for leases (currently IAS 17) The IASB suggests that the proposals aim to “improve the quality and comparability of financial reporting by providing greater transparency about leverage, the assets an organisation uses in its operations and the risks to which it is exposes from entering into leasing transactions.”1 IAS 17 has been subject to criticism on a number of grounds and the issue of the updated exposure draft is the next stage on a long process to review and update the current reporting requirements after having taken due account of the criticisms and comments received from stakeholders. Required: Consider the importance of the current work programme examining Leases to the work of the IASB and the development of high quality international financial reporting standards. Review the extent to which the Exposure Draft (“ED”) issued in May 2013, discussions in the literature and comments on the ED identify current underlying weaknesses, and critically assess the significance of proposed revisions on the reporting framework and subsequent views of the IASB. Analyse and evaluate the impact of proposed changes on the financial statements of entities, and whether the proposals in the ED will serve to enhance reporting in this area. .

The requirements for the assessmentIn May 2013, the International .docx

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The Research Paper is distinguishable from a report by the inclusion.docx

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The research paper is about Security in Cyberspace. All aspects of how we handle security in today’s world of information privacy, purchase, banking, etc...... A minimum of 3 references. a title page, table of contents, and a reference page. 3 pages Title Page  Table of Contents  Introduction  Body of the report  Summary of the topic  Results or Conclusion  Reference Pag .

The research paper is about Security in Cyberspace. All aspects of h.docx

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THE REQUIREMENT Format your report similar to Structural Analysis of GET OUT. Write a one-page, double-spaced report where the first half is dedicated to the Set-Up sequence. Identify the PROTAGONIST and what his/her PROBLEM is in the first 10 minutes. Which WEAKNESS does he/she struggle with, and is it connected to a GHOST in the past? Does this weakness also cause the protagonist to display BAD BEHAVIOR? What is the story’s INCITING INCIDENT, and to which goal does the protagonist commit at the FIRST ACT BREAK? Identify the ANTAGONIST and explain why he/she is a great challenge for the protagonist’s weakness. Also, what happens at the MID POINT, and how does the protagonist escape from the Big Gloom at the SECOND ACT BREAK? What is the CLIMAX CHOICE, and what must be sacrificed to win? How can we tell that the protagonist has changed in the RESOLUTION? WHIPLASH by Damien Chazelle BLACK... We hear a HIT. A drumstick against a drum head. Crisp, sharp. Then a second hit. Then a third and a fourth. The hits growing so fast they start to blur together. Like gunfire... INT. NASSAU BAND REHEARSAL STUDIO - GEHRING HALL - NIGHT1 1 A cavernous space. Sound-proofed walls. And in the center, a DRUM SET. Seated at it, in a sweat-marked white T, eyes zeroed on his single-stroke roll, is ANDREW NEIMAN. He’s 19, slight, honors-student-skinny -- except for his arms, which have been built from years and years of drumming. Suddenly -- a MAN enters the practice room. Stopping, rising-- ANDREW Sorry... I’m -- I’m sorry-- MAN It’s ok. Stay there. The MAN steps forward, removes his coat. He’s tall. Late fifties. Black T-shirt, black slacks, black shoes. We’ll know him as FLETCHER. The room is silent now. And then, softly, as he’s one of those people whose whisper can scare the crap out of you-- FLETCHER What’s your name? ANDREW Andrew Neiman, sir. (It’s pronounced “Nayman”.) FLETCHER What year are you? ANDREW I’m a first-year, sir. FLETCHER You know who I am? ANDREW Yes... FLETCHER You know what I do? ANDREW Yes... FLETCHER So you know I’m looking for players. ANDREW Yes... FLETCHER Then why did you stop playing? Beat. Andrew nods, smiles. He gets it. Summons up all his remaining energy and resumes playing, trying to really show off this time. Rolls, fills, speedy stick-work. He finishes. FLETCHER (CONT’D) Did I say to start playing again? Andrew looks at him. ANDREW I thought-- (then, blanching,) I’m sorry, I misun-- FLETCHER I asked you why you stopped playing. Your version of an answer was to turn into a wind-up drummer monkey. ANDREW I’m sorry -- I--I stopped playing becau-- FLETCHER Show me your rudiments. Andrew nods. Plays one rudiment after another: double-stroke roll, paradiddle, ratamacue, flam, flamadiddle. FLETCHER (CONT’D) Uh-huh. Double-time swing. Fletcher begins clapping his hand in time. Fast. Andrew plays. FLETCHER (CONT’D) No. Double-time. Double it. Bop.

THE REQUIREMENTFormat your report similar to Structural Analysis.docx

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