Abstract
In this article, the writer discusses cross-cultural communication and challenges that arise when people come together in a negotiation. The writer maintains that it is important to recognize the different agendas that individuals have in a negotiation and the prejudices that they bring with them to the table. The writer uses notes from video cases to analyze three different situations.

From the Paper
"This exercise demonstrated the challenges that arise when people come together in a negotiation. It is important to recognize the different agendas that individuals have in a negotiation and the prejudices that they bring with them to the table. The best negotiators are also those who are adept at dealing with egos-both at putting their own ego aside and recognizing how to appeal to the ego of others involved in the negotiations. In this way negotiation involves both sales skills and psychology. Threats although sometimes effective ..."

Tags:cross-cultural communication, negotiation

Abstract
This paper discusses theories of cross cultural communication and applies them to Arab business communication. It uses a study of Kuwaiti businessmen's attitudes toward Western communication styles and activities. The paper reviews relevant literature on the subject.

From the Paper
This report first examined the professional and scholarly literature on cross-cultural communication and its underpinning theory. The report contains ..."

Tags:crosscultural communication, Arab culture, Arab communication, Western communiction, Western Culture

Abstract
This paper begins by addressing the challenges and barriers present in cross cultural communication. The paper then goes on to describe the research conducted in Penelope Benson's article, "The US-Japan Cross-Cultural Connection", as pertaining to the differences in Japanese and American styles of government. Next, the paper describes research conducted by Michelle LeBaron in her article, "Cross Cultural Communication." The paper explains that the focal point of LeBaron's is that fate has a profound affect on cross-cultural communication. The paper lastly discusses Marcelle E. DuPraw's six fundamental patterns of cultural differences as examined in her article, "Working on Common Cross-Culture Communication Challenges."

From the Paper
"In an article by Penelope Benson, the President of New York-Japan International, Benson researches a group of individuals who were interning from Japan regarding their perspective on America. These individuals, having been raised from Japan, have only read and studied about America but have never actually experienced it in person. Benson notes that there will obviously be a barrier in the communication of these people. Japan's culture differs immensely from America's culture in countless ways. During the Japanese individuals' internships, Penelope "had asked the interns to consider themselves as Ambassadors of Japan in their everyday interactions with the Americans they encountered, many of whom might never before have met a Japanese national" (Benson, P., 1997). Benson complimented the individuals by saying that they took cross-cultural responsibility into play and challenged the cultural differences by studying and working on them. Among each individual's observations, he/she concluded that, "The diversity of the US populace leads to opposing opinions at all levels of government as to what issues are critical"

Tags:japan america multiculturalism, penelope benson, marcelle dupraw, michelle lebaron

Abstract
Cultural misunderstandings have doubtless occurred since the beginning of nationhood. Perhaps when communications were primitive and the world was a very large place, they were relatively unimportant. However, today, when communication is instant, the opportunities for misapprehension to cause global disaster are unprecedented. This paper shows that in terms of business, understanding other cultures may mean the difference between economic well-being and disaster. With Turkey's projected full integration into the European Union and its status as contributor of a great many of Germany's foreign workers, Turkey and Germany are two nations that have a pressing need to be certain each understands the other, politically and economically. The paper shows that it is therefore essential that each nation's business community take measures to understand the other. Little specific research vis-a-vis Germany and Turkey is available; however, vast stores of information are available regarding the communication types to which each nations belongs. In this paper, these have been winnowed to find the most appropriate rubrics under which to propose Germany and Turkey should could find common ground via their methods of communication.

From the Paper
"Another very common verbal experience for Arabic speakers-and almost unheard of for Christians, particularly in a business setting-is the expression of God's will and protection to begin or end a message. "In many cultures, such as the Arab, African, and Anglophone Caribbean countries, it is usually common to start a statement by thanking God, expecting God's blessing, or God's will" (Ihator, 2000). Westerners would ordinarily find this to be distasteful, an unwarranted expression of religiosity in a business setting, while to the Arabic speaker, it is simply an attempt to establish common ground by affirming the universal and the omnipotence of a shared belief in God. In fact, in "Muslim countries, the opening paragraph of a business letter may invoke Allah's blessing on the reader and the reader's family members- particularly when the business is family-operated" (Ihator, 2000)."

Tags:context, Islam, HR, organizational, management

Abstract
This paper explains that Dr. Geert Hofstede outlines the issues at play in communication and their reflection in a variety of national circumstances, professing the old adage, "When in Rome, do as the Romans do". The author points out that the UAE, Mexico and Spain differ greatly from each other in their approaches to the workplace, home life, politics and social standards, but each possess the ability to respect the other. The paper stresses that success is ultimately obtained by deferral to the other culture for the sake of one's ability to communicate and extending cultural niceties such as dressing conservatively in Spain and not reminding the Mexicans of their tortured history of external control.

From the Paper
"Men hug, time is relaxed, and because of the vivacious atmosphere, business negotiations starkly contrast those of the UAE, and instead of embracing silence, redefine hectic chaos. Many people will talk at once, and food is almost always involved. Communications, like the Spanish lifestyle, embrace length and quality; they are not efficient or up-to-the-minute like the hyperspeed world would expect. Business meetings may incorporate the four official languages of the Spanish, although Catalan and English are frequently deferred to for corporate use. The atmosphere, though friendly, is also rift with social processes constantly at play; colleagues of different company rank do not mix together at social functions, even if the event is a business dinner."

Tags:uae, mexico, spain, respect, deferral

Abstract
This paper examines the videos "Opening Moves" and "Building the Relationship: Quanxi" and comments on the lessons learned in both.

From the Paper
"The video "Building the Relationship: Quanxi" demonstrates the importance of sensitivity in conducting business with the Chinese. As Lewicki notes; "People from different cultures appear to negotiate differently and may also interpret the fundamental processes of negotiations differently." This video illustrates the differences between American and Chinese cultural norms with respect to business meetings and negotiations. As the video demonstrates, many cultural differences between Americans and Chinese could be pitfalls for American negotiators that are unaware of Chinese business traditions. Even the exchange of..."

Tags:video, negotation, cross-cultural, American, Chinese

Abstract
The paper addresses the significant gaps in how cross-cultural teams perceive each other. The paper examines Hofstede's five cultural dimensions model that shows how variations between cultures can be quantified and analyzed to determine the best possible strategies for enabling greater dialogue and communication. The paper also points out the need to nurture trust over time in order to overcome ethnocentrism.

Outline:
Introduction
Setting the Foundation for Intercultural Dialogue
Dialogue and Trust
Conclusion

From the Paper
"The second cultural dimension, Individualism (IDV) measures a cultures' propensity to form tight groups or have a strong collectivism mindset, relative to a strong individualist approach of loosely defined connections throughout a group. Strong individualist societies including the United States focus on ensuring the immediate family is taken care of; collectivist societies are more focused on the entire group or extended family. In terms of dialogue and the ability to attain levels of trust across cultures, knowing a given country's level of individualism versus collectivism is vitally important. The defining of the cultural context of individualism versus collectivism is critically important for defining the context of a dialogue and discussion. Creating empathy and a shared sense of observation, perception and perspective is critically important for dialogues across cultures to be successful (Yankelovich, 2007). Additional cultural dimensions include how roles within a culture are assigned by gender, or the delineation of Masculinity (MAS) versus femininity. Analysis of the MAS index value shows that women have a higher level of congruity over perceptions of role-based values versus men, who have significantly different perceptions of their roles, even amongst themselves within a given culture (Hofstede, 1998). Imagine having to create a multinational team that allows for men to have leadership locally in a culture with a high MAS score yet be subordinate to a woman in the U.S."

Tags:dialogue, trust, ethnocentrism, globalization

Abstract
The paper argues that inter-cultural dialogue leading to inter-cultural harmony is possible if people are willing to embrace the humility and open-mindedness essential for healthy dialogue between themselves and others whose backgrounds differ from their own. The paper shows how differences in perspective and in background do not have to lead to complications in cross-cultural communication. The paper stresses the importance of students adopting an open and enthusiastic mind-set, so they can overcome the challenges inherent in cross-cultural communication.

From the Paper
"It is tempting to argue that cross-cultural narratives are not the sort of things that can be overcome by education - no matter how well-intentioned. For example, even after years of trying, there is still much confusion and uncertainty complicating the relationship between Christians and Muslims, between blacks and whites, between former colonial subjects and former colonial masters, in western society and, indeed, in other societies, as well; simply put, human ignorance is more resilient than most of us might have thought possible at one time. With this in mind, the idea that it might be possible to overcome cross-cultural barriers through a more inclusive and responsive dialogue is one that understandably needs to be defended vigorously from its many critics."

Tags:relationships, open-mindedness, listener, communicator

Abstract
This paper discusses cross-cultural communication within a classroom setting in Australia. It describes the ideal classroom set-up, including seating plans. The paper then presents the lesson plans for the special needs student, Neal, a six year old Maori boy. It specifically focuses on cultural considerations. The paper presents the lesson plan template.

Table of Contents:
Description of classroom context
Justification for Design of Lesson Plans
Cultural Considerations
Lesson Plan Template For The Three Lesson Plans

From the Paper
For Maori children their assimilation into the Australian school system must be supported by scaffolding strategies that provide the critical links to their cultural frame of reference. This is well-documented in the existing literature specifically on creating scaffolding strategies for children who are learning a second language (Brach, Fraser, Paez, 2005). The use of scaffolding must also encompass the cultural norms, values and beliefs of the student, including their parents as critical members of the process as well. Participation from parents is crucial to ensure the students have a sense of security and trust in the foreign and often intimidating concepts being presented by teachers in a new, unfamiliar environment (Zhu, 2007). There is also the need to create a series of learning opportunities that concentrate on using both verbal and visual skills to strengthen the overall learning experience (Vance, Fitzpatrick, 2007). The use of class projects including the development of posters, alphabet books and the development of stories all are excellent for creating the necessary framework for students to learn in while also giving them a sense of ownership for their learning outcomes. Ultimately it is in the use of these specific learning projects, serving as frameworks upon which scaffolding can be applied (Wallace, 1994) which gives students an opportunity to learn while keeping the lessons learned in the context of their own cultures (Bryant, Metz, Sheehan, Vigier, 2006)."

Tags:seating, learning, ownership, behavior

Abstract
The following paper will argue that any description of cross-cultural similarities and differences is best founded on a consideration mainly of culture-specific dimensions rather than culture-general dimensions; beyond that (and just as importantly), if one wishes to be competent in cross-cultural communication and learning, a firm grasp of culture-specific dimensions is critical. With that in mind, the following paper will look at how emphasis upon culture-general dimensions can lead someone to overlooking the subtleties that distinguish various cultures. The paper will also, in the interests of fairness, highlight how knowledge of culture-general dimensions can allow someone to feel "more at home" in an alien culture - and it can humanize others in the minds of a person traveling to a new location for the first time. Lastly, the essay ends by returning to its support of culture-general communication by citing the time saved, by making it easier to distinguish the "real" commonalities between cultures, and because it makes possible more experiential opportunities.

From the Paper
Intercultural Study: Why Descriptions of Cross Cultural similarities and differences are best founded on consideration mainly of culture-specific dimensions rather than culture-general dimensions The following paper will argue that any description of cross-cultural similarities and differences is best founded on a consideration mainly of culture-specific dimensions rather than culture-general dimensions; beyond that (and just as importantly), if one wishes to be competent in cross-cultural communication and learning, a firm grasp of culture-specific dimensions is critical. With that in mind, the following paper will look at how emphasis upon culture-general dimensions can lead

Tags:specific, dimensions, culture