EXERCISE 1 Inter-ethnic communication is the communication between two or more different people from different cultures. Whiles, inter-ethnic communities is a group of people expressing diversity with different members from various cultures. In St. George’s University, there is a diversity of people from different backgrounds, cultures and nationalities. The inter-ethnic communities at St. George’s University that is evident are: Africans, Asians, Arabs, Caribbean, Indians, Chinese, Russians, Hispanics, Europeans, Japanese, Americans, and French and English people. As the results of the 2017 Consensus shows, within Grenada, there is a mix of ethnic groups within the population. The majority would be of African descent (82.4%), mixed (13.3%), …show more content…
Eel soup was displayed as the main dish. As we know, it is a norm for Chinese to consume questionable foods, which is foreign to other ethnicities. Live eels were brought for viewing to customers before it was cut and cooked. The food was served. The English man, in disgusted, ate all of the eel soup. For this reason, the Chinese thought he loved the food and ordered more for him to devour. The English man emptied the bowl again. Consequently, the Chinese, in shocked, ordered another serving, which the waiters brought out an even bigger eel to serve to the English …show more content…
The English man clearly showed a thought of disgust when the live and cooked eel was brought to him. The Chinese men thought that the English man was content with the food and continued to order more. The English man thought that because he cleared his plate he would’ve shown a sign of respect and satisfaction with his meal. The Chinese man assumed the English man had not had is fill instead of asking so they continuously ordered more eel. The Chinese looked elated to have had an English man enjoying their delicacy. The English man winced at the food showing reluctantly and used face saving techniques. By the body language of the English man, he displayed signs of hesitance to consume the food. He made facial expressions confirming repugnance at the eel. Also, the English man looked confused as to why the Chinese will serve him more food after he has finished the meal before them. More use of non-verbal process was: the snapping of fingers to get the waiters attention; the raising of glasses to give the green light to drink; the lateral hand movement to commence the start of dinner and the nodding of heads to show a sign of approval of the
During the ten years period the Anglo majority varied from 60.7% to 53.1. The term Anglos includes such nations as Jews, Irish and Poles. At the same time the number of Hispanic increased from 25.5% to 32%. Coupled with this, the percentage of Asian Americans and African Americans increased as well (Lineberry et al. 670). Furthemore,
Blacks tend to be poorer, less educated, have fewer job opportunities, live shorter lives, and have high infant mortality rates (Brodzinsky, 2013). Conclusion The Latino/Hispanic ethnic group census is an extensive collection of many different subgroups. The culture defines who they are, even when in America they outshine every other ethnic group with them quickly becoming the majority.
Here, their almost hopeless desire to eat comes true, but because of the way the food is given, men have to confront each other, emphasizing that animal behavior by the use of the term “stampede. ”After they get some of the
Great grandpa was allegedly accused of fatally stabbing a sailor and was sentenced to 2½ years in a Chinese prison. It is said that he isn’t the one who actually stabbed the person he just took the fall for it. When he was in prison he was forced to eat,Chinese prison fare that no westerner could stomach. It was predicted that he wouldn’t be able to serve his sentence but he did. While serving his sentence his mother would send him care packages with food from the US nevertheless, he would never receive the packages his mother sent nim.
For my second experiential learning assignment, I decided to break a social norm while going out to eat with my family at a restaurant: granted this is something I have a habit of doing but the reaction I got from my dining mates was particularly interesting this time. To give a little bit of background of the setting I was in at the time, I was with my mother, younger brother, and my mother’s friend at a restaurant in DC for my birthday dinner. The restaurant was crowded, but not many people were paying attention to what we were doing. The behavior I decided to break was dipping my fingers in the container caramel was in and then proceeded lick my fingers after doing so. I choose to break this social norm because one, the caramel sauce was really good, and two I was testing to see if my mother would say anything: normally on my birthday she lets me get away with
The bowl was full again. Tree-ear stared in surprise. He looked toward the house, but neither Min nor his wife was in sight. And every evening thereafter he returned to find the bowl full, with enough supper for both Crane-man and himself.”
Lily Wong, in her article about food, entitled “Eating the Hyphen,” states, “Perhaps this combination (ketchup and dumplings) has something to do with the fact that since both my parents grew up in the States, we’ve embraced many American traditions while abandoning or significantly modifying many Chinese ones” (95). Wong expresses how being a Chinese American has affected her life in a positive way. Wong eats some of her food Americanized, with ketchup, but also eats food that the majority of American’s would not touch (i.e. jellyfish and sea cucumber). Comparatively, Wong eats dumplings (which derive from the Chinese culture) with a fork, knife, and ketchup (which are all culturally American). Geeta Kothari, who wrote the article, If You Are What You Eat, Then What Am I?
Customers are craving to try one-of-a-kind food from a special restaurant, located in the beautiful town of Boca Raton. There is an extravagant Southern California, motif vibe with wood and brick interior and gas lanterns hanging from the ceiling. There is a lit vivid candle on the table while sitting on the luscious red leather booths. Waiters are wearing white collard shirts with black pants, a tie, and fancy steakhouse aprons. This restaurant might be packed with hungry people, but the conversation of many crowds can still be heard.
”(Jen 354). The first meal my dad had, when he stepped off that plane was a big mac from McDonalds. He was instantly amazed when he had his first American meal, in Vietnam all he ate was rice. Growing up in Vietnam my father had rice for breakfast, lunch and dinner. Every single meal was the same as yesterday, last week and last month.
Fish Cheeks, by Amy Tan is a story of love, culture, being different, and accepting one's differences. A young Amy falls in love with the son of a white minister and is shocked when she finds out that her mother invited the ministers family over for christmas dinner. Amy is very embarrassed because of her asian heritage, and some of the asian customs her family embraces. She explains that her mother went out of her way to prepare many traditional asian dishes that most people would find quite odd. When Christmas eve came around, she explained what her mother was preparing and used imagery to paint a picture in the reader's mind as if they were there.
Within different cultures, members follow a set of strict rules that must be carried out properly when interacting with one another although they are not aware of these unspoken rules. One can become more aware of these actions when he steps out of the procedures set by his culture and behave opposite of what is expected in his culture. The act of behaving in an unexpected manner that is opposite of the norm to elicit a response is known as “Garfinkeling”, named after Harold Garfinkel (Agar, 1994, p.169). By Garfinkeling, I was able to demonstrate how eye contact and the lack of it can disrupt the sign that it carries of paying attention and also interrupt the symbolic system that takes place when asking for assistance. When Michael Agar (1994) speaks of a “sign”, he explains that it is made up of two parts, the “signifier” and the “signified”.
My interest in intercultural communication and determination of pursuing a career in international education motivated me to apply for the MA ICBP at Warwick University. The decision has been carefully made based on my bachelor degree in International Communications Studies with Spanish, voluntary teaching in primary schools in China and Cameroon. After graduation, I wish to work for as an administrative coordinator in an international education institution or as a program manager of NGO, promoting quality education. With 3-5 year working experience, I will head for a PhD degree to prepare myself for a research-oriented position. Undertaking my bachelor degree in the first Sino foreign university, the University of Nottingham Ningbo China (UNNC), is the first step for me to engage in cross-cultural communication as a learner.
This chapter explains the difference between race and ethnicity and how they came about. It also explains the advantages and disadvantages some have due to the creation of race. Race and ethnicity have strong foundations not only within countries, but between them. Globalization has increased the individual’s ethnic identities, but has also put some at disadvantages. Having different races and ethnicities is not an issue, but ranking the different races and putting others at disadvantages creates issues.
Despite the fact that intercultural competence has different terminology when referring to disciple or approach, it can also relate to the debate about global citizenship. Intercultural competence is seen as the capability to develop an objective knowledge, attitude, and skills that prompt visible behavior and communication that are both successful and appropriate in intercultural interaction. In other words, intercultural competence is a range of different skills; cognitive, affective, and behavioral skills that lead to communicate effectively and suitable with different surrounding and culture. Intercultural competence can also be broken down into three constituent elements seen as knowledge, skills, and attitude. (Deardorff, 2006)
Cultural identity plays a very vital role in cross cultural communication, people from a particular culture communicate with partners and employees from many different cultures and in this situation every individual strives to keep their cultural and individual identity. According to Gardiner and Kosmitzki, identity is defined as “a person 's self-definition as a separate and distinct individual, including behaviours, beliefs, and attitudes” (Gardiner & Kosmitzki, 2008, p. 154). Also, Ting-Toomey defines identity as a "reflective self-conception or self-image that we each derive from our family, gender, cultural, ethnic, and individual socialization process"( Ting-Toomey, 2005). Both definitions bring out the generalisation of cultural identity