a. Latino | ||
b. White | ||
c. Asian | ||
d. African Americans |
a. Hispanics rarely eat together; adults and kids eat separately. | ||
b. The company assumes that because Hispanics share a language that they are alike in other ways. | ||
c. Cereal is not a food that Hispanics would eat. | ||
d. Hispanics do not like to be portrayed in family units. |
a. tolerance. | ||
b. individualism. | ||
c. friendship. | ||
d. dominance. |
a. Race | ||
b. Religion | ||
c. Civil war | ||
d. Politics |
a. Columbian | ||
b. Chinese | ||
c. North American | ||
d. South American |
a. Technology and global interdependence has increased cross cultural communication. | ||
b. Technology and global interdependence has made cross cultural communication more complex. | ||
c. Technology and global interdependence has caused cross cultural communication to be reviewed more closely. | ||
d. Technology and global interdependence has reduced the interdependence on cross cultural communication. |
a. Individualism/collectivism | ||
b. Masculinity/femininity | ||
c. Uncertainty avoidance | ||
d. Power distance |
a. NVC is critically important and may carry much more meaning than the actual words used. | ||
b. NVC is of minimal importance and should be an after-thought. | ||
c. NVC should be used to rectify confusion between the two individuals. | ||
d. NVC can be very misleading and should be attended to with great skepticism. |
a. Kindness | ||
b. Listening ability | ||
c. Food and culture | ||
d. Nonverbal communication |
a. Age | ||
b. Time | ||
c. Gender | ||
d. Religion |
a. Nonverbal communication | ||
b. Hierarchy | ||
c. Mind | ||
d. Language |
a. Technology forces people to think about what they say. | ||
b. Not all races use the technology equally. | ||
c. The technology suppresses the races of the users. | ||
d. Emotion is hidden in CMC. |
a. They like them. | ||
b. They do not like them. | ||
c. They do not recognize them. | ||
d. They replicate them. |
a. Completing training on political correctness insights | ||
b. Fostering the people | ||
c. Completing self-awareness exercises | ||
d. Learning about a wide variety of different cultures |
a. Cross cultural communication has not been tried with medical students before this research. | ||
b. Cross cultural communication has been completely unsuccessful. | ||
c. There are conflicting views on the effectiveness of cross cultural communication. | ||
d. Cross cultural communication has been successful. |
a. These people are behaving in a way that is beneficial to the group. | ||
b. These people are behaving in a way that is detrimental to the group. | ||
c. Some of what these people are doing will help the group, while other assessments will hurt the group. | ||
d. What these people are doing is natural, and it will neither help nor hurt the group. |
a. Focus on diversity actions, because diversity actions speak louder than diversity words. | ||
b. Focus on culture, because culture should be put before gender in terms of equal access. | ||
c. Weigh the value of individual cultures in our organization. | ||
d. Analyze the manner in which we think, communicate, and operate in terms of culture. |
a. Shared bodily experiences | ||
b. The reciprocal nature of language | ||
c. Context theorem of meaning | ||
d. Hierarchical deconstruction |
a. Racial relations continue to be stressed, exacerbated by intercultural marriages. | ||
b. Racial relations continue to be unchanged, regardless of the number of intercultural marriages. | ||
c. Racial relations are improving partially because of an increase in intercultural marriages. | ||
d. Racial relations are deteriorating because of a decrease in intercultural marriages. |
a. Climax | ||
b. Anaphora | ||
c. Interjection | ||
d. Synecdoche |
a. The status hierarchy will be the biggest problem. | ||
b. The nonverbal communication will be the biggest problem. | ||
c. The mentality in the US will be the biggest problem. | ||
d. The language will be the biggest problem. |
a. Cultural knowledge | ||
b. Cultural awareness | ||
c. Cultural sensitivity | ||
d. Cultural competence |
a. Cultural knowledge | ||
b. Cultural awareness | ||
c. Cultural sensitivity | ||
d. Cultural competence |
a. Cultural knowledge | ||
b. Cultural awareness | ||
c. Cultural sensitivity | ||
d. Cultural competence |
a. Cultural knowledge | ||
b. Cultural awareness | ||
c. Cultural sensitivity | ||
d. Cultural competence |
a. A member from Tokyo | ||
b. A member from South Africa | ||
c. A member from London | ||
d. A member from New York |
a. Precision | ||
b. Trust | ||
c. Team meetings | ||
d. Time differences |
a. Hegemonic and demagogic styles | ||
b. Masculine and feminine styles | ||
c. High context and low context cultures | ||
d. Overt and covert personalities |
a. United States | ||
b. Mexico | ||
c. Germany | ||
d. Australia |
a. perception of threat. | ||
b. hate and prejudice. | ||
c. fear and envy. | ||
d. fear and resentment. |
a. being threatened or feared. | ||
b. being ignored and stifled. | ||
c. being overcome with invitations or requests. | ||
d. being the victim of false flattery. |
a. intercultural | ||
b. transient | ||
c. universal | ||
d. topical |
a. left, right | ||
b. less relevant, more relevant | ||
c. high context, low context | ||
d. powerless, powerful |
a. Join a sports team. | ||
b. Give public lectures. | ||
c. Be patient and wait for others to introduce themselves. | ||
d. Start a blog. |
a. Some Italians are ambivalent toward Muslims. | ||
b. Some Italians have ill-founded hatred and resentment toward Muslims. | ||
c. Italians have a fair understanding of Muslim culture. | ||
d. Italians cherish the Muslim influence. |
a. The influences are limited to two groups of peoples. | ||
b. The culture consists of other subcultures. | ||
c. The culture does not coexist well with others. | ||
d. The culture is a reactionary one. |
a. She would miss the subtle differences between herself and them. | ||
b. She would be very attentive to their needs. | ||
c. She would defer to a male perspective, if one is available. | ||
d. She would dominate the conversation. |
a. Dances | ||
b. Stories | ||
c. Fire | ||
d. Nature |
a. Punctuality is not important. | ||
b. Early arrival is customary. | ||
c. Precision is very important. | ||
d. Timeliness is determined by power structure. |
a. Low context | ||
b. High context | ||
c. Interpersonal | ||
d. Intrapersonal |
a. Joe is nervous about speaking with them. | ||
b. Joe does not care about them. | ||
c. Joe is a great worker. | ||
d. Joe is trying to get promoted to prove himself to them. |
a. Natives do not really see this as a concern at all. | ||
b. Natives perceive her as being ill-mannered. | ||
c. Natives think that this is fairly normal in Bogotá. | ||
d. Natives perceive her as mysterious and as possessing high social power. |
a. Include more description than usual. | ||
b. Focus on one person when speaking. | ||
c. Keep sentences short. | ||
d. Make reference to US culture/history when possible. |
a. Metaphorical | ||
b. Familial | ||
c. Invisible | ||
d. Secure |
a. Cultural misunderstanding | ||
b. Culture shock | ||
c. Nonverbal confusion | ||
d. Language sensitivity |
a. Universal | ||
b. Metacentric | ||
c. Polycentric | ||
d. Ethnocentric |
a. Adjustment to leaving the familiar | ||
b. Reflection on cultural differences | ||
c. Resistance to change | ||
d. Culture shock |
a. Peter | ||
b. Tommy | ||
c. Neal | ||
d. Bob |
a. Participant withdrawal | ||
b. Outgroup homogeneity | ||
c. Displaced realization | ||
d. Chardonnay |
a. The employees will feel that their evaluations are fair, because those with similar backgrounds to Rajan are rewarded more. | ||
b. The employees will feel that their evaluations are biased, because Rajan rewards employees that he likes the most. | ||
c. The employees will feel that their evaluations are biased, because Rajan rewards employees who are not culturally like him less. | ||
d. The employees will feel that their evaluations are fair, because they are based on performance. |
a. Looking at smiles | ||
b. Looking at eyes | ||
c. Looking at posture | ||
d. Looking at foreheads |
a. Randy will be more accurate most of the time. | ||
b. Chen will be more accurate most of the time. | ||
c. They will be equally accurate. | ||
d. Chen will be inaccurate most of the time. |
a. The greatest obstacles will come from people they do not know. | ||
b. More conflicts will arise from those (friends and family) outside the marriage. | ||
c. The legal system will provide the greatest obstacles. | ||
d. More conflicts will arise between them (their cultural differences) than from people outside their marriage. |
a. Robert increases his volume when speaking. | ||
b. Robert uses precise body language in presentations. | ||
c. Robert tries to employ more movement during presentations. | ||
d. Robert makes less use of gestures during speeches. |
a. With an overview of all cultures | ||
b. With a critique of prevalent cultures | ||
c. With Rodney getting to know his own culture | ||
d. With an overview of cultures close to where Rodney lives |
a. There is more listening than taking action needed to facilitate communication. | ||
b. There is more taking action than listening needed to facilitate communication. | ||
c. There is more thinking than speaking needed to facilitate communication. | ||
d. There is more listening than speaking needed to facilitate communication. |
a. Roger moved from an area that was high in uncertainty avoidance. | ||
b. Roger moved from a high context to a low context culture. | ||
c. Roger moved from an area that was low in uncertainty avoidance. | ||
d. Roger moved from a low context to a high context culture. |
a. He should not shake hands with Laura. | ||
b. He should not kiss Younis. | ||
c. He should have also kissed Laura on cheek. | ||
d. He should not have touched either. |
a. Tribes | ||
b. Countries | ||
c. Bands | ||
d. Communities |
a. Relationships are rare in business in the New Europe. | ||
b. Relationships form faster in New Europe. | ||
c. Relationships form slower in New Europe. | ||
d. Relationships are superficial in New Europe. |
a. Money | ||
b. Time off | ||
c. Stronger relationship/praise from Sally | ||
d. Recognizing organizational success |
a. Chinese | ||
b. Columbian | ||
c. South African | ||
d. North American |
a. She would see more acceptance of interracial marriages in New York. | ||
b. Nevada does not accept interracial marriages. | ||
c. Interracial marriage is more prevalent and accepted in Nevada. | ||
d. New York and Nevada regard interracial marriages in the same way. |
a. Mental isolation | ||
b. Acceptance | ||
c. Withdrawal | ||
d. Initial adjustment |
a. Suspend your own agenda. | ||
b. Ask questions first. | ||
c. Ask questions last. | ||
d. Use your own agenda as a listening guide. |
a. Identify resources she will need. | ||
b. Develop goal and implementation steps. | ||
c. Find out who wants the changes. | ||
d. Identify barriers to her work. |
a. Once | ||
b. Twice | ||
c. Depends on the employees' background | ||
d. Depends on the employees' desire to attend |
a. Bob | ||
b. Anne | ||
c. Becky | ||
d. Toni |
a. Public relations | ||
b. Human resources | ||
c. Marketing director's assignments | ||
d. Managers and their attitudes |
a. People will say the differences between cultures of employees are minimal. | ||
b. People will accept the differences in cultures and work to understand them. | ||
c. People will adapt to the need to be inclusive. | ||
d. People will deny that employees are different and will claim that there is no need to recognize differences that are not there. |
a. Write with fire and brimstone passion. | ||
b. Use short sentences. | ||
c. Write without employing rhetorical devices. | ||
d. Write speeches like a writer writes a novel. |
a. Columbian | ||
b. Chinese | ||
c. North American | ||
d. South African |
a. Caucasian | ||
b. African American | ||
c. Male | ||
d. Female |
a. High context and low context | ||
b. Masculinity/femininity | ||
c. Uncertainty avoidance | ||
d. Power distance |
a. Casilli's research provided further validation. | ||
b. Casilli's research extended the research to the 21st century. | ||
c. Casilli's research showed how technology needs to improve. | ||
d. Casilli's research showed that the research may not translate well into the media. |
a. Asian-American marriages represent the highest percentage of interracial marriages among US minority groups, but their number of marriages is declining. | ||
b. Asian-American marriages represent the lowest percentage of interracial marriages among US minority groups, but their number of marriages is increasing. | ||
c. Asian-American marriages represent the lowest number of interracial marriages and the highest number of divorces. | ||
d. Asian-American marriages represent the highest number of marriages and the lowest number of divorces. |
a. Interconnected | ||
b. Hierarchy | ||
c. Individual | ||
d. Parallel |
a. Listen more than you speak. | ||
b. Eat and drink with them. | ||
c. Work hard and smile. | ||
d. Discover their values. |
a. Be careful, be very careful. | ||
b. Just give it a go. | ||
c. Be respectful. | ||
d. Know thyself first. |
a. Metaphor | ||
b. Verbs | ||
c. Similes | ||
d. Analogy |
a. Have a plan and stick to it. | ||
b. Clear your mind of distractions and be receptive. | ||
c. Think critically. | ||
d. Be aware and be on guard. |
a. Poor listening can be a barrier that hinders communication, and in order to get another person to "reveal certain feelings and attitudes that may be hindering communication", one should practice silence. | ||
b. Active listening can be a barrier that hinders communication, and to get another person to overcome this barrier, one should use a lot of facial gestures. | ||
c. Active listening can be a barrier that hinders communication, so to improve on verbal and nonverbal communication, one should use more body language. | ||
d. Poor listening can be a barrier that hinders communication, and in order to improve on communication, one should make a lot of eye contact. |
a. The influences are specific and isolated from each other. | ||
b. There are very few aspects to nonverbal communication. | ||
c. The influences are multiple and interdependent. | ||
d. The influences must be considered unreliable. |
a. US students are least receptive to cross cultural encounters. | ||
b. Technology interferes with previous understandings of cross cultural interactions. | ||
c. Low context cultures are on the decline. | ||
d. Cross cultural communication works best on an individual level. |
a. GSS assume people listen in an equal manner. | ||
b. GSS assumes equal input from all, which ignores some cultural norms that differ. | ||
c. People will get caught up in cultural differences. | ||
d. People will tend to argue about their cultures instead of the topic at hand. |
a. Masculinity/femininity | ||
b. Power distance | ||
c. Uncertainty avoidance | ||
d. Ethical integrity |
a. Diversity/inclusion and affirmative action/EEO are the same. | ||
b. An organization that meets AA/EEO automatically is diverse and inclusive. | ||
c. AA/EEO are legal guidelines, whereas diversity and inclusion are not. | ||
d. AA/EEO has been replaced by diversity and inclusion. |
a. Casual-relaxed | ||
b. Strict-hierarchical | ||
c. Aloof-loud | ||
d. Formal-friendly |
a. The usefulness of gestures | ||
b. The purpose of movement | ||
c. The importance of body position | ||
d. The act of showing teeth when smiling |
a. Let the people you are speaking with know what confuses you. | ||
b. Let the people you are speaking with know what they can change to help you. | ||
c. Maintain your perspective, evaluate your expectations, and learn from the experience. | ||
d. Try to change who you are to adapt to the new culture, and avoid the values from your own culture. |
a. Take turns and work fairly. | ||
b. Be aware of yourself and others. | ||
c. Live life to the fullest. | ||
d. Teach a little, learn a little. |
a. Dance-change | ||
b. Powwow-modernity | ||
c. Pride-power | ||
d. Environment-tradition |
a. The decline of Latinos | ||
b. The Latino exodus | ||
c. The Latino peril | ||
d. The Latino resistance |
a. Mental isolation | ||
b. Acceptance | ||
c. Withdrawal | ||
d. Initial adjustment |
a. The previous travels to other countries will help your friend adapt to your new culture, because he has been exposed to culture shock before. | ||
b. The previous travels to other countries will not help your friend adapt to your new culture, because the other countries he traveled to may have had similar cultures to his own and he still may experience culture shock in your country. | ||
c. The previous travels to other countries are significant in determining whether or not your friend will adjust well, because if your friend adjusted poorly in other countries, then he will surely adjust poorly in your country. | ||
d. The previous travels to other countries are irrelevant as your friend will not experience culture shock in your country. |
a. We-collectivism | ||
b. Me-individualism | ||
c. Me-collectivism | ||
d. We-individualism |
a. Observable limitations | ||
b. Cultural bias | ||
c. Invisible cultural roots | ||
d. Language diversity |
a. The way they talk and whether they are alone. | ||
b. The way they dress. | ||
c. The way they talk and what is important to them. | ||
d. The people they associate with. |
a. Smooth and believable | ||
b. Sharp and divisive | ||
c. Lively and decisive | ||
d. Bold and trustworthy |
a. Diversity is a component of corporate success. | ||
b. Upward and downward communication is viewed differently according to culture/ethnicity. | ||
c. Corporate structure is interpreted differently by different people. | ||
d. Organizational culture can be both what the company is and what it has. |