Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the textbook’s required chapter(s) and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussion and any insights you gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
For this assignment, the student will create a PowerPoint Presentation on a cultural group.
Pick a cultural or religious group (different from yours) that you commonly encounter at the workplace. You can select a group of Pozgar or a different group. Research the answers to the following…
Title Slide with your name (1 slide)
Health beliefs and practices (1-2 slides)
Family patterns (1 slide)
Communication style (1-2 slides)
Space orientation (1-2 slides)
Time orientation (1-2 slides)
Nutritional Patterns (1-2 slides)
Pain Responses (1-2 slides)
Childbirth and perinatal care (1-2 slides)
Death and Dying (1-3 slides)
Spirituality, religion, and faith (include holy days) (1-2 slides)
Prayer and meditation (1-2 slides)
What knowledge did you gain about this group that you were not aware of? (2-3 slides)
Identify at least two ethical healthcare issues that might arise when caring for this cultural group? (2-3 slides)
Reference slides (1-2 slides)
For this section, insure the information is referenced and cited in your slides. The presentation should start with a title slide and end with reference slides. At least 2 references are required for this assignment. If you include pictures, your pictures should also be referenced and cited.
What did you watch/tour/experience? Include the title of event and type of cultural enrichment (such as play/symphony/museum/dance).
Where did you find it? (specific website location, physical location, etc.)
What are your impressions about the experience? If we were speaking face-to-face, what would you tell me about your experience? Did you like it or not? Would you recommend it to others? Why or why not? What were your major takeaways from the experience?
The reflection should be no less than 3 paragraphs.
Please write your reflection as if you are writing a formal paper for class.
Beethoven’s Symphony No. 5 In C Minor Opus 67 Reflection Paper
HRMT101 – Communication Styles: A Self-Assessment Exercise
(Based on the work of P Case “Teaching for the Cross-Cultural Mind”
Washington, DC, SIETAR, 1981)
Instructions: Please select from each pair of attributes the one which is most typical of your personality. No pair is an either-or proposal. Make your choice as spontaneously as possible. There is no wrong answer.
I like action.
I deal with problems in a systematic way.
I believe that teams are more effective than individuals.
I enjoy innovation very much.
I am more interested in the future than in the past.
I enjoy working with people.
I like to attend well-organized group meetings.
Deadlines are important for me.
I cannot stand procrastination.
I believe that new ideas have to be tested before being used.
I enjoy the stimulation of interaction with others.
I am always looking for new possibilities.
I want to set up my own objectives.
When I start something, I go through until the end.
I basically try to understand other people’s emotions.
I do challenge people around me.
I look forward to receiving feedback on my performance.
I find the step-by-step approach very effective.
I think I am good at reading people.
I like creative problem solving.
I extrapolate and project all the time.
I am sensitive to others’ needs.
Planning is the key to success.
I become impatient with long deliberations.
I am cool under pressure.
I value experience very much.
I listen to people.
People say that I am a fast thinker.
Cooperation is a key word for me.
I use logical methods to test alternatives.
I like to handle several projects at the same time.
I always question myself.
I learn by doing.
I believe that my head rules my heart.
I can predict how others may react to a certain action.
I do not like details.
Analysis should always precede action.
I am able to assess the climate of a group.
I have a tendency to start things and not finish them up.
I perceive myself as decisive.
I search for challenging tasks.
I rely on observation and data.
I can express my feelings openly.
I like to design new projects.
I enjoy reading very much.
I perceive myself as a facilitator.
I like to focus on one issue at a time.
I like to achieve.
I enjoy learning about others.
I like variety.
Facts speak for themselves.
I use my imagination as much as possible.
I am impatient with long, slow assignments.
My mind never stops working.
Key decisions have to be made in a cautious way.
I strongly believe that people need each other to get work done.
I usually make decisions without thinking too much.
Emotions create problems.
I like to be liked by others.
I can put two and two together very quickly.
I try out my new ideas on people.
I believe in the scientific approach.
I like to get things done.
Good relationships are essential.
I am impulsive.
I accept differences in people.
Communicating with people is an end in itself.
I like to be intellectually stimulated.
I like to organize.
I usually jump from one task to another.
Talking and working with people is a creative art.
Self-actualization is a key word for me.
I enjoy playing with ideas.
I dislike wasting my time.
I enjoy doing what I am good at.
I learn by interacting with others.
I find abstractions interesting and enjoyable.
I am patient with details.
I like brief, to the point statements.
I feel confident in myself.
Scoring Sheet for the Communication Styles Assessment
Instructions: Circle the items you have selected and add up the totals for each style (one point per answer). The maximum is 20 per style and your total for the four styles should be 40.Style Circle your answer here Total Score
Focus on the result first; state the conclusion at the outset.
State your best recommendation; do not offer many alternatives.
Be as brief as possible.
Emphasize the practicality of your ideas.
Use visual aids to illustrate your case
Communicating with a Process (PR) oriented person:
Be precise; state the facts.
Organize your discussion in a logical order:
i)background
ii) present situation
iii) outcome
Break down your recommendations.
Include options and alternatives with pros and cons.
Do not rush a process-oriented person.
Outline your proposal.
Communicating with a People (PE) oriented person:
Allow for small talk; do not start the discussion right away.
Stress the relationship between your proposal and the people concerned.
Show how the idea worked well in the past.
Indicate support from well-respected people.
Use an informal writing style.
Communicating with an Idea (I) oriented person:
Allow enough time for discussion.
Do not get impatient when he or she goes off on tangents. Try to relate the discussed topic to a broader concept or idea Stress the uniqueness of the idea or topic at hand.
Emphasize future value or relate the impact of the idea to the future.
If writing, try to stress the key concepts that underlie your recommendation at the outset. Start with an overall statement and work toward the particulars.
How to use this new understanding:
None of us are 100% of only one style, we are a blend of each of the four styles. Furthermore, in some situations (such as high pressure at work) we may tend to prefer one style, while in another situation (like relaxing with friends) we prefer a different approach.
However, when you consider the person you identified at the start – the person you have difficulty connecting with – I would like you to ask yourself if you can answer some simple questions.
One: Does that person fit reasonably strongly into one of these four styles? (If you had to pick one of the four, which best represents that person?)
Two: Is that a different style to your own preferred style?
Three: So why are you surprised that you find it hard to communicate with them?
If we want to gain that person’s full attention, we need to adapt the way we are trying to get through to them!
No, we do not need to change our message. We need to change the way we are expressing it.
Let’s move on to think about some tips on how to do this. As a little test, check out the suggestions for communicating with somebody like yourself, with your preferred communication style – would these seem like good strategies to you?
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In the decision-making process, you must take into account several cultural variables. Describe one of the variables associated with risk tolerance and one of the variables associated with internal/external locus of control. Why are these important factors to consider? Your response must be at least 300 words in length.
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NURBN 2025: Primary Health 3: The Health and Cultural Diversity of Aboriginal and Torres Strait Islander People. Assessment task 2: Online Critical Appraisal from Course Content Learning Outcomes Assessed. Knowledge: ? K1. Analyse the impact of different cultural perspectives and suggest how an individual’s understandings can influence engagement with Aboriginal and Torres Strait Islander individuals, families, and communities ? K2. Investigate factors that influence cultural vulnerability and resilience and their relationship to health choices ? K3. Examine the basis of Aboriginal & Torres Strait Islander People’s identities including cultural diversity ? K4. Explore the meaning of ‘cultural safety’ and the impact that feeling safe might have on Aboriginal & Torres Strait Islander People experiencing improved health outcomes Skills ? S1. Analyse and critically explain historical, political, cultural, and social influences that have led to Aboriginal & Torres Strait Islander People experiencing poor health ? S3. Investigate and explain the role of various stakeholders in Australian Indigenous Health (e.g., National Aboriginal Community Controlled Health Organisation, Victorian Aboriginal Community Controlled Health Organisation, State and local Aboriginal health services, Co-operatives, CATSINAM) ? S4. Analyse strategies, practices, and programs (including positive contributions by Aboriginal & Torres Strait Islander People themselves) in health care delivery and health promotion designed to work in partnership with Aboriginal & Torres Strait Islander People to meet current health needs Application of knowledge and skills: ? A1. Develop an understanding of Aboriginal & Torres Strait Islander identity, including their diversity and place in contemporary Australia ? A2. Recognise the extent to which Aboriginal & Torres Strait Islander People continue to experience poor health and demonstrate effective ways of working towards improving this situation ? A4. Apply knowledge of different cultural understandings to how those in health care work with Indigenous individuals, families, and communities Due Date: Week 12 – Monday 25th October at 23:59 pm Submitted as a Word Document to Turnitin drop box Overview: The objective of this task is to not only explore various health issues, vulnerabilities, and inequities for populations with differing cultural needs, but also to reflect on your own learning and cultural awareness as a future healthcare provider. A minimum of five (5) academic references are required using APA 7th Edition. Word Count: 1500 words +/- 10% References: Research and evidence: Your response should include analysis and synthesis of research. You are required to reference a minimum of five (5) ACADEMIC sources (e.g., textbooks, Peer reviewed journal articles), as well as other sources, such as websites. Resources should be no older than 7 years (unless Government Legislations/Acts or of historical significance). Research is constantly evolving; it can be updated or challenged. Therefore, it is important to keep our knowledge up to date. We encourage students to read widely and use the most current research you can find. If you have a journal article that falls outside the 7-year limit, ask the following: • Have I searched for a more recent article? (Try searching using key words from the title of the reference you have.) • Is there nothing more recent that could replace it? • Does it contain important information that is relevant and have historical significance to my essay? Can I justify using an older source within my essay? • An example of older resources that are acceptable: o Hampton, R., Toombs, Maree, & ProQuest. (2013). Indigenous Australians and health: the wombat in the room. Oxford University Press. Value of the task: The weighting of the task is 40% of your overall grade for the semester. Assessment Details: Using the same topic that you presented for your group presentation, provide responses to the following statements: • Describe your chosen topic and how it affects Aboriginal and Torres Strait Islander individuals and the health of the Community, outlining why it is a relevant topic to Aboriginal and Torres Strait Islander Peoples. • Use current statistics or publications (less than 5 years old) to illustrate the burden of this topic / issue for Aboriginal and Torres Strait Islander Peoples compared with non-Aboriginal and Torres Strait Islander People. • Describe how the history of colonisation has impacted on the development of this topic / issue for Aboriginal and Torres Strait Islander Peoples • Discuss the cultural implications and obstacles to addressing this topic / issue for Aboriginal and Torres Strait Islander Peoples • Students are required to engage with the Rolfe Reflective Cycle around the topic and what they have learnt about the topic. What? So What? What next? https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf • Please ensure that you have read the following document carefully: Appropriate Terminology, Indigenous Australian Peoples. https://moodle.federation.edu.au/pluginfile.php/6471015/mod_resource/content/1/28223 2_appropriate-terminology-indigenous-australian-peoples.pdf Structure and Format: Due as a Word Document submitted via the assignment submission link on Moodle. Students are required to engage with the online form to create this assessment. Textboxes are autogenerated for students to complete. This form will then collate and generate headings for the assessment once the student exports the form. Once exported the student may edit the form as required and must submit the form via the Turnitin drop box. Submission: Once students complete the assessment form, they should export the form. This will generate a Word document. The exported Word document is required to be submitted via the Turnitin submission link on Moodle. Marking Criteria: Marking criteria can be found on the Moodle page in the Assessment section Feedback: Feedback will be provided via the online marking system. As per course description, assignments will be marked and returned to students with feedback in four (4) weeks. Plagiarism: Plagiarism is the presentation of the expressed thought or work of another person as though it is one’s own without properly acknowledging that person. You must not allow other students to copy your work and must take care to safeguard against this happening. More information about the plagiarism policy and procedure for the university can be found at: http://federation.edu.au/students/learning-and-study/online-help-with/plagiarism. NURBN 2025 – Assessment task 2 – Critical reflection Special Consideration: If students are adversely affected by life circumstances, a discretionary assessment extension of up to five University working days for one assessment task may be granted at the discretion of your campus course coordinator. Please complete and submit your Discretionary Assessment Extension form directly to your campus coordinator. If, however, a student has experienced or encountered some form of disadvantage or impediment (medical reasons; hardship/trauma; compassionate grounds; other significant cause) in more than one course and requires more than five working days’ extension, then they are advised to apply for Special Consideration. For further information on Discretionary Assessment Extensions and Special Consideration, including access to the policy, procedures, or associated forms, please find detailed information via the following link: https://federation.edu.au/current-students/essentialinfo/administration/specialconsideration/higher-education Late Penalties: Late submission of assessment tasks, without a granted a Discretionary Extension from the Course Coordinator or an approved Special Consideration, will attract a late penalty as outlined by the School of Health Student Academic Handbook (Higher Education) NURBN 2025 – Assessment task 2 – Critical reflection The penalties are the following: ? 1 day late: 10% of total assessment grade will be deducted prior to marking the students work (i.e., for an assessment task worth 100 marks, 10 marks are deducted prior to marking). ? 2 days late: 20% of total assessment grade will be deducted prior to marking the students work (i.e., for an assessment task worth 100 marks, 20 marks are deducted prior to marking). ? 3 days late: The student work will not be marked by the assessor. NURBN 2025 – Assessment task 2 – Critical reflection
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Enjoy our bonus services. You can make a free inquiry before placing and your order and paying this way, you know just how much you will pay. A verdict was rendered against three parent chaperones. How was the third parent included in the case?
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What you gained out of this topic Cultural Map by Erin Meyer (file attached ) are things that struck a chord with you, things you are likely to remember and be able to apply in practical situations in your career and life. Prepare a report with specific examples of these items, the learning you obtained from them, WHY it is suitable for you in particular, and HOW you plan to apply it.
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Write 300 words on discussion and respond to two articles with 200 words each
1)Write 300 words for discussion with 3 peer reviewed references
With so much business being conducted over the Internet (electronic and virtually), why is it important to understand cross-cultural differences in values?
2) Respond to two articles with 200 words each
Article 1
Importance of understanding cross cultural differences in values for online business
The emergence and continuous advancements in online business activities have created strong influence on global economy. Internet pervasiveness with several other factors entices the process of globalizing pursuits. In this regard as client portfolios include global purchasers, it is essential for optimizing purchaser experience. Incorporation of cultural diversity into sales and customer interaction strategies is essential for sustainability and benefits in ecommerce activities to enhance sales potential. Cross cultural variations are related to day to day interactions, use of internet, promotions and advertisements. Entrusting customers is essential for accommodation of online consumers from varied cultural backgrounds (Nam & Kannan, 2020). It is essential for gaining perceptions about cross cultural differences in values as the process. This is essential for maximization of opportunities to interact with international buyers and accommodate concerned cultural priorities appropriately. This assists in overcoming linguistic barriers and utilizes content for marketing suitably. IN terms of daily communication and tone certain cultures expect formal or impersonal ways and others prefer casual content that is easily understood. Following such peculiarities gravitate customers towards business and enhance sales. Understanding such cultural variations assist in prevention of unexpected negative consequences (Srivastava, Singh, & Dhir, 2020). For enhancing efficiency of communication with foreign customers, accommodation of relevant cultural priorities is essential. Cultural variations impact end user security for advancements to buy.
The extent at those purchasers understands sharing personal data and banking differ from one geographical location to another. Online buyers need to feel secure for continuing with specific online business brand or platform. Few nations prefer to use online transactions. Several nations are associated with regulations to utilize social media channels for content marketing activities. Staying familiar with such facts is imperative for management of global customers to pursue online trade activities. This provides scope for reassuring customers in specific ways and encourages purchase activities online. Security for online payment activities is common concern for all customers. To enhance such trust among users it is important to instill trust by incorporation of most used payment methods in given nations (Szkudlarek, Osland, Nardon, & Zander, 2020). Otherwise, implementing unfamiliar payment procedures may enhance security concerns and decreases chances of customers to finalize purchase. These facts indicate that understanding cross cultural differences in values assist online trade to sustain in most typical global markets efficiently.
References
Nam, H., & Kannan, P. (2020). Digital Environment in Global Markets: Cross-Cultural Implications for EvolvingCustomer Journeys. Journal of International Marketing, 28(1), 28-47. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/1069031X19898767
Srivastava, S., Singh, S., & Dhir, S. (2020). Culture and International business research: A review and research agenda. International Business Review, 29(4), 1-10. Retrieved from https://doi.org/10.1016/j.ibusrev.2020.101709
Szkudlarek, B., Osland, J. S., Nardon, L., & Zander, L. (2020). Communication and culture in international business – Moving the field forward. Journal of World Business, 55(6), 1-9. Retrieved from https://doi.org/10.1016/j.jwb.2020.101126
Article 2
Leadership is found in the realm of life where people create meaning with one another and work together to achieve common social and institutional objectives to meet their wants and realize their ideals. Patient-centered leadership includes skills that affect patients and their families. Leadership skills aimed towards nurses, other healthcare professionals, the organization, or the broader healthcare system were included in organization and system-focused leadership. We may accomplish much of the necessary intellectual repositioning by shifting the conceptual register from management to leadership. Making the shift, however, is difficult and requires the application of knowledge from a variety of sources and disciplines. Knowledge of leadership may be put to good use in practice, particularly if it’s backed up by a good set of methodical procedures, such as those found in a good strategy process. (Parvin, 2019).
Leadership development may be investigated on a team or organizational level. Organizational, community, and tourist development, as well as collaborative leadership, are the subjects of interpretative and critical studies. Each one requires a unique set of abilities, but there are some similarities. Theoretical assumptions may be more or less appropriate. It is impossible to make a management choice or perform a managerial action without being affected by assumptions, no matter how good or bad they are. The conversation that follows will concentrate on advanced nurse leadership and will be guided by these four leadership domains. As a professor, I’m faced with the following conundrum: I believe leadership theory is important, but I also know that many students in my courses are skeptical of it. (Willi, 2017).
Much has been said about leadership and its importance in many aspects of life. According to studies, the ideal time to expose youngsters to leadership experiences is around their middle childhood. While religious figures were the most popular role in the qualitative phase, parenting as a leadership role was the most popular in the quantitative phase. Sectarian schools were found to offer reliable data on the ideological leadership viewpoints and important characteristics of Christian youngsters living in the region’s sociopolitical and cultural environment. While the GLOBE research offered valuable insights into the effect of culture on leadership, House points out that one of the study’s main achievements was to demonstrate that leadership qualities such as honesty and intellect are valued throughout cultures. These clergy leaders have been called to serve in congregations throughout the Episcopal Diocese of New York over the last three years with an understanding of the congregation as a system subject to dynamics and forces that affect its capacity to engage and work within the ever-shifting context in which the clergy are called to minister. (Parvin, 2019).
References
Parvin A. (2019). Administration and the board in quality confirmation: experiences from the setting of Khulna University, Bangladesh. Advanced education (00181560). 77(4),739-756. doi:10.1007/s10734-018-0299-1.
Willis S, Clarke S, O’Connor E. (2017). Contextualizing administration: Transformational authority and Management-By-Exception-Active in security basic settings. Diary of Occupational and Organizational Psychology. 90(3),281-305. doi:10.1111/joop.12172
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Practicum: Population Cultural Considerations and Genetic Predispositions
Overview: This week, you’ll identify any genetic predisposition your chosen population has to a particular disease and develop primary practice interventions that reflect the cultural considerations of the population. Then, you’ll develop culturally appropriate, measureable interventions to help your population members maintain an optimal state of health, avoiding the problem that you identified them being at risk for developing.
Practicum Discussion: Culturally aware nurses recognize that states of health are revealed differently across cultures and ethnicities. Culture and ethnic background will affect the way each individual responds to health, illness, and death (Stanhope & Lancaster, 2020). These nurses are also aware of their own biases, which may affect the care they provide to others (Stanhope & Lancaster, 2020). Because most nurses work in institutions with individual patients, they are accustomed to delivering culturally competent care on a one-on-one basis. When a public health nurse deals with a population, he or she must consider how the population culture affects the ways in which the community nurse may interact. This can be with regard to the provision of education or mass health care needs such as those required in a foodborne illness, if mass vaccinations are needed for a communicable disease outbreak, or if education is required to prevent heart disease. In addition to understanding the nuances of the culture of a population, community health nurses must understand the role genetics play in health. Some disorders, such as glaucoma and diabetes, have a genetic link, as do some cancers, such as breast and ovarian.
Please discuss the following questions in your Practicum Discussion:
Provide a few examples of community resources that should be put in place to assist your population in resolving their health care needs. What gaps in service do you see that affect your population?
Are there any cultural considerations that might inform your approach to caring for this population?
Does your population have a genetic predisposition to the health care problem you have identified?
Identify at least one evidence-based, culturally competent behavior change that would promote health for your selected population and for the specific health care problem you are addressing?
Post your response to this Discussion.
Support your response with references from the professional nursing literature.
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Practicum: Population Cultural Considerations and Genetic Predispositions
Overview: This week, you’ll identify any genetic predisposition your chosen population has to a particular disease and develop primary practice interventions that reflect the cultural considerations of the population. Then, you’ll develop culturally appropriate, measureable interventions to help your population members maintain an optimal state of health, avoiding the problem that you identified them being at risk for developing.
Practicum Discussion: Culturally aware nurses recognize that states of health are revealed differently across cultures and ethnicities. Culture and ethnic background will affect the way each individual responds to health, illness, and death (Stanhope & Lancaster, 2020). These nurses are also aware of their own biases, which may affect the care they provide to others (Stanhope & Lancaster, 2020). Because most nurses work in institutions with individual patients, they are accustomed to delivering culturally competent care on a one-on-one basis. When a public health nurse deals with a population, he or she must consider how the population culture affects the ways in which the community nurse may interact. This can be with regard to the provision of education or mass health care needs such as those required in a foodborne illness, if mass vaccinations are needed for a communicable disease outbreak, or if education is required to prevent heart disease. In addition to understanding the nuances of the culture of a population, community health nurses must understand the role genetics play in health. Some disorders, such as glaucoma and diabetes, have a genetic link, as do some cancers, such as breast and ovarian.
Please discuss the following questions in your Practicum Discussion:
Provide a few examples of community resources that should be put in place to assist your population in resolving their health care needs. What gaps in service do you see that affect your population?
Are there any cultural considerations that might inform your approach to caring for this population?
Does your population have a genetic predisposition to the health care problem you have identified?
Identify at least one evidence-based, culturally competent behavior change that would promote health for your selected population and for the specific health care problem you are addressing?
Post your response to this Discussion.
Support your response with references from the professional nursing literature.
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Write only at least 3 paragraph talking answer two of the the question from each chapter.
Chapter 4
Drawing on this chapter please address one of the following:
Define cultural space and discuss how cultural space is constructed through communication.
Using an example, discuss the relationship between place, power and location of enunciation?
What do we mean by hybrid cultural space? Use an example to illustrate your answer.
Chapter 5
The development of relationships across cultures can be challenging. Address the following:
a.) Describe the three stages of relationship development and discuss how intercultural issues and differences influence each stage of the relationship development process.
b.) How do inequitable relations of power with society impact intercultural relationships?
c.) Based on your understanding of intercultural communication competence, what advice would you give people who are involved in intercultural relationships? What suggestions would you give them to improve their understanding of each other and to increase the likelihood that their relationship will continue?
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