Assignment: Intercultural Competence Frameworks and Tools

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Assignment: Intercultural Competence Frameworks and Tools

The expectations of life depend upon diligence; the mechanic that would perfect his work must first sharpen his tools.
– Confucius (550–479 BC), Chinese teacher, editor, politician

The image depicts tools in a toolbox.In order to get a job done right the first time, a professional accesses the appropriate tools before beginning a project. The job of communicating in intercultural situations requires many tools. These tools and frameworks will assist you in understanding and interpreting other cultures for positive, productive relationship building and successful interaction.

To begin to understand your level of intercultural competence and areas in which you need to improve, you need to be able to evaluate your current behaviors and reactions to intercultural situations. The Behavioral Assessment Scale for Intercultural Competence (BASIC) and description-interpretation-evaluation (D-I-E) are two evaluative tools that you can use in any situation to gain insight into your own behaviors, reactions, and perceptions. This Assignment is an opportunity to practice using evaluative tools in communication situations and will help you improve your intercultural competence.

To prepare for this Assignment:

  • Review the BASIC and D-I-E frameworks in Chapter 3 of the course text.
  • Bring to mind an example of an intercultural interaction you had with someone whose behavior was annoying or offensive to you. How did you react? What did you think to yourself? Why? Is this a common reaction for you in an intercultural situation?
  • Consider possible alternative interpretations for this person’s behavior in this situation. Use the D-I-E framework to help you.
  • Think about your own behavior during this interaction. How much intercultural competence did you demonstrate? Use the BASIC dimensions to help you.

Submit a 2- page paper with four parts in which you:

  • Part 1: Briefly, and as objectively as possible, describe the intercultural interaction with someone whose behavior was annoying or offensive to you that you thought of in the “To prepare” section.
  • Part 2: Describe the situation using the D-I-E framework. Report on the alternative interpretations and evaluations that emerged from this activity. Explain what new insight this gives you into the situation and your reaction to it.
  • Part 3: Using the BASIC dimensions, evaluate your behaviors during this interaction and explain what this evaluation reveals about your intercultural interactions.
  • Part 4: Conclude with an explanation of how this exercise would help you prepare for an international job assignment.

Obtain information and materials for families of individuals with disabilities.

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The process and timelines required for referral, evaluation, eligibility determination, placement, development of the IEP, and implementation of services is prescribed by law and all members of the IEP team are responsible for understanding the process.

Obtain information and materials for families of individuals with disabilities.

Based on the materials provided to the families, create a flowchart/graphic organizer depicting the special education process and laws followed within a school.

The flowchart/graphic should depict the processes of referral, evaluation, determination of eligibility, placement, development and implementation of the IEP, progress monitoring, and the reevaluation process. Timelines and required parental should be included.

In addition to your completed flowchart or graphic organizer, write a 500-750 word parent-friendly letter about the special education process. In the letter, explain the roles of the school, the parents, and the students.

Support your flowchart/graphic organizer with a minimum of two resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Assignment 3.1: Writing An Email

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Due Week 5 and worth 150 points
Your supervisor has asked you to write a brief email on the vacation policy changes to be distributed to staff. You will need to listen to a voice mail from your supervisor with instructions on how to create the email to announce the new vacation policy. The voice mail will include specific details that must be followed in creating the email.
Listen to your supervisor’s voice mail here.
Create an email message in which you:
Create a one to two (1-2) paragraph email with five to seven (5-7) sentences that follows your supervisor’s instructions.
Target the appropriate professional audience.
Use appropriate language for professional audience.
Use correct email formatting.
Follow appropriate netiquette rules for electronic communication.
Meet the 250-to-500-word minimum requirement.
Use correct sentence mechanics, grammar, spelling, punctuation, and style.
Provide the following heading on page one of your email and then begin your email:
TO: Insert Professor’s Name
FROM: Insert Your Name
DATE: Insert Assignment’s Due Date
RE: Create a title that relates to your topic and gets your audience’s attention

Examines the developmentally creative experiences for children that are culturally diverse.

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  • File music and movement.pdf Click for more options (99.252 KB)

TITLE: Music and Movement

Introduction: Assignment related to chapter reading

This assignment fulfills

  • Module Outcome 1: Discusses the importance of music and movement for children ages birth through eight integrated through domains and academic content.
  • Course Outcome 4: Examines the developmentally creative experiences for children that are culturally diverse.
  • General Education Competency: You will have to communicate effectively using the conventions of American Standard English in professional and academic environments.

The Assignment

Develop a music and movement activity for toddler aged children that they can access in their classroom Music and Movement Area.  The children will need to be able to use the materials with minimal assistance from the teacher.  Use the infant/Toddler Environmental Rating Scale (ITERS) to determine the categories of materials you will need to include in the Music and Movement Area of the classroom for thme to learn about the selected topic.  The plan must include the following:

-List of materials and tools needed- 5 points

-The developmental Domain(s) and Sub Domain(s) from NC Infant/Toddler Foundations http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf  EX: Domain: Approaches to Play and Learning (APL) and Sub Domain:Curiosity, Information-Seeking, and Eagerness – 10 points

-ITERS standard numbers used as reference (give the subscale (ex: Music and Movement) and the rating area your activity falls in (ex: 7.1-Many ( at least 10) pleasant sounding musical toys and/ or instruments accessible daily, for much of the day) – 10 points

-Number of children who are to participate at one time – 5 points

-Identification of child skills and abilities necessary for success. This should relate back to the domain(s) and sub domain(s) selected from the NC Infant/Toddler Foundations – 10 points

-A statement that introduces the activity to children. This is where you will tell the children what is available for this activity during your large group gathering time – 20 points

-A description of how the activity will proceed (detailed description of how this activity will proceed).- 25 points

-Two open ended questions you could ask children to extend their critical thinking about the activity – 10 points

-Spelling and Grammar – 5 points